Previous research has shown the importance of regulating learning and collaboration in instructional design. Moreover, learners often struggle to regulate their learning and collaborate effectively, which can hinder knowledge acquisition and academic achievements. To address these challenges, the Understand, Plan, Monitor, and Reflect (UPMR) instructional intervention was designed based on previous research. This case study aimed to examine the impact of the UPMR intervention on promoting self-regulated learning and socially shared regulation of learning in an online team-project-based learning environment. The results showed that the UPMR intervention had a positive effect on learners' utilization of metacognitive strategies for regulating their learning. The Team Contract and Reflection Journal were found to be effective in enhancing collaboration and encouraging participants to reflect on their collaborative experiences, respectively. The Group Process Evaluation did not significantly impact the performance monitoring stage. The results of this study provide preliminary evidence for an interventional instruction that can be used as a framework in online learning environments to support learners' collaborations. Future research is needed to overcome the limitations of this study and ensure the reliability and generalizability of the results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]