Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional learning experiences, and learners must be able to self-regulate. The purpose of this article is to define self-regulation and explain what it looks like in both traditional and online learning contexts. The article also describes several research-based instructional design strategies to assist with the development of self-regulation among learners through use of performance-progress tools, time-management tools, and learning-enhancement tools.