Abstract

The aim of this research study was to examine the development of higher students’ self-regulated processes after their participation in a specific CSCL system called KnowCat. Twenty-six university students participated in a 6-month learning project. During this period KnowCat learning environment was used to support scaffolding process among students in small group collaborative work. In the research study students’ scaffolding processes in the different small groups were analyzed qualitatively. The results obtained in this study showed small group interaction patterns appeared while their members were working together throughout the instructional process supported by KnowCat. These interaction patters were related with an increasing number of self-regulated processes, specially planning, asking for clarification and monitoring skills.