Students' ability to use self-regulatory learning skills is becoming increasingly important with the advent of World Wide Web-based learning. Online courses delivered through the Web require students to take more ownership over how and when learning takes place, rather than tutors and lecturers making these decisions. This comes at a time when higher education institutions have increasing pressure to develop students' lifelong learning and generic skills from both employers and funding authorities. This paper investigates a conceptual framework for identifying students' self-regulatory skills and considers LASSI (the Learning and Study Strategies Inventory), a testing instrument to identify students' strengths and weaknesses. The instrument can be administered online, and a full analysis of the results is immediately returned to both student and tutor. From the 77 items used, a subset of these is selected and mapped to the six dimensions defined in the conceptual framework (i.e., metacognition, self concept, self monitoring, motivation, strategy formation, and volition control strategies). The conceptual framework and associated questions related to each of the defined dimensions provides a quick and convenient tool for assessing students' self-regulatory skills. This mapping can help educators provide assessment and timely feedback to students at a time when there is a pronounced emphasis in higher education to provide skills and competencies that can be transferred to the workplace. (Contains 20 references.) (Author/MES)