In the 21st century, teachers need to continuously develop their knowledge and skills to work creatively on new ideas. The International Society for Technology in Education (2008) standards outlined the teacher's model, which has emphasized the improvement of learning and enriching professional practice by using a variety of digital-age media formats. Similarly, The Office of the Basic Education Commission of Thailand (2010) defined teacher qualification competency as both a core competency and a functional competency. Preservice teachers who pursue a career in education need to develop these competencies during their education. Core competencies such as a working motivation for achievement, self-development, and teamwork are required for a preservice teacher in a teaching preparation program. As for functional competencies, curriculum and learning management is listed as an essential part of professional development. When the goal of instructional design practice has been set, self-regulation learning is a crucial tool used to control responsibility of one's learning and consists of self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2002). However, from a sociocognitive perspective, the causal factors outlined for motivation include environmental factors. Due to this, self-regulation is a multifaceted process in thought and behavior (Bandura, 1991). During the period that preservice teachers first experience a real classroom, social support from supervisors in school, university faculty, or even their peers, can be considered to be environmental structure in which the learner engages in common tasks in order to solve problems, complete tasks, or create products. Note-taking is one of the strategies that serve as a cognitive tool and allows individuals to become more critical in the reflective cycle. However, this study proposed a framework for an online collaborative note-taking strategy that creates benefits derived from reflection in both learning contexts and collaborative learning. This framework aims to help preservice teachers adjust their personal standards and reach standardized norms during supervised, field-based teaching experiences. The collaborative engagement process was designed to have 3 phases: forethought, performance control, and self-reflection. All phases are used to promote self-regulated learning when pursuing classroom management based goals in the instructional design practice. The first phase is comprised of the analysis of practical problems by researchers and practitioners (Christensen & West, 2018).