In this paper we are presenting an exploratory research that has basically sought to find out what is happening to the Motivational Orientation and to the Self-regulated learning of students of Geology and Petroleum Engineering at the National University of Colombia, Medellin branch, when a pedagogical model (in a context integrating teacher-student-knowledge in which the constant search for a consensus is noticeable) is employed in such a way that out of this educational experience may arise some recommendations as to whether or not to use such pattern for the improvement of quality in university teaching or lecturing.