ABSTRACT
The purpose of the present study was to describe motivational processes in a situation of computer supported collaborative learning (CSCL). The study focused on examining whether students representing different motivational orientations would be able to productively function in a CSCL environment in which self-regulation and collaborative inquiry were encouraged. Coping with the new learning environments may be very demanding for a student because he or she has a new cognitive relationship with tasks as well as with the teacher. Two case studies are described and analyzed in order to demonstrate students' motivational interpretations in a CSILE-based progressive inquiry project. The results of these case studies indicate that there were no considerable changes in students' motivational orientations, but students self-reported orientations corresponded to their actual engagement.
