The paper presents results of a qualitative study on the development of self-regulated learning strategies via the development of collaborative working competencies. That is, SRL is conceived embedded in the social context, from a sociocultural perspective, and becomes learning in the group; hence, we uphold the need to connect SRL and co- and shared regulation in the group. 55 student teachers participate in this study, working in 11 collaborative teams during a entire academic year in a blended modus supported by the LMS Moodle. By means of different of externalization technological devices and activities which promote self-regulation and reflection, the students share their work processes to address complex problem solving activities in the field of educational psychology, from a problem-based learning approach. Peer assessment and consultation prove to be a key instrument in this process of learning to regulate the individual learning and the group learning. Twice in the course peer assessment and consultation took place in order to promote a peer-helping process. Qualitative content analysis of the students’ interaction in the LMS, of the group working reports and of individual questionnaires of learning styles at the beginning and at the end of the course has been carried out.