The move towards more flexible modes of tertiary education is requiring students to be able to regulate their own study habits. This is particularly true of on-line learning, where there may be less direct instructional support than in traditional face-to-face modes,. However, to assume that students already have these skills is presumptuous. This paper describes a model for self-regulation and suggests how self-regulated learning can be enhanced through the integration of a proposed on-line learning environment. The main instructional approach is scaffolding, where support is provided by reflection andpeer feedback, and through the use of tools for annotation and portfolio generation.

Keywords: metacognition, self-regulated learning, world wide web