The purpose of this study was to explore the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. Cognitive strategies, performance control strategies, and self-efficacy strategies among SRLS were employed as embedded strategies into online learning. Thirty-four college students participated in the study. They were taught in online settings for 16 hours over 8 weeks. With two hours per week, one hour was assigned to learning contents, and the other for group discussions with four or five members in each group. SRLS questionnaires were administered before and after online learning. Results revealed that students' use of cognitive strategies and performance control strategies have been improved during online learning, but their use of self-efficacy strategies have not. Findings from this study provide important suggestions for design and development of learning environments to promote the use or acquisition of students' self-regulated learning strategies.
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