We examined what events cause emotional reactions when students use a web-based learning environment (WBLE) in their studies, and how the emotions experienced while using the WBLE, emotion regulation strategies and computer self-efficacy are related to collaborative activities in the environment. Lability of emotional reactions and their regulation in advance directed and maintained effective collaborative activities in the web-based learning environment. Further, students experienced a wide range of emotions while using the WBLE and especially the nature of interaction during the activities was important antecedent of the affective reactions. This result underlines that although the presence of technology is very obvious in web-based learning environments, it is not, however, prevailing antecedent of the affective reactions experienced while using such learning environments. (Contains 3 tables.)