The online learning environment demands the ability to self-regulate, set up learning goals, monitor progress, and self-reflect on the learning process. Self-regulated learning (SRL) is an approach to learning where students actively have control over their behaviors. This student-centered, iterative process demands learners exhibit certain behaviors to successfully navigate their coursework. Self-regulated learning theory implies that learners possess certain attributes or engage in strategies to promote comprehension, retention, and transfer of learning (Bruso & Stefaniak, 2016; Huh & Reigeluth, 2016; Zimmerman & Martinez-Pons, 1988). These strategies can include planning, metacognitive skills, environmental structuring, help seeking, and self-reflection (Zimmerman, 1990). In studying SRL, researchers have suggested distinct profiles exist across learners, and there are distinctive self-regulation differences between high and low academic achievers (Karlen, 2016; Ning & Downing, 2015). Underlying this idea is the assumption that regulator capacities are subject to individual, contextual, and content influences (Bol & Garner, 2011). From an instructional design (ID) perspective, it is possible to create courses with many features of self-regulation to enhance learning outcomes. This dissertation further explored questions based on Zimmerman's cyclical phase SRL model (Zimmerman, 1990), specifically looking at SRL strategies across phases, distinct regulator profiles, relationships to academic achievement, and implications to IDs within a competency-based online course. It is through this mixed-methods study that the researcher used the Self-Regulated Online Learning Questionnaire (SOL-Q; Jansen et al., 2017) and one-to-one interviews to delve into the complex range of SRL processes. Participants (n = 138) opted in to the study, answering 40 Likert-scale questions. Four interviews were conducted, specifically to explore awareness of intentional ID elements in LTEC 112: Technologies for Academic Success, a 100-level course. Results showed participants employed SRL strategies at different levels across phases and subscales. Though most responses were moderate on the Likert scale, most used strategies were categorized as part of the performance phase with environmental structuring, persistence, and metacognitive skills. Help-seeking strategies were the least used for self-regulation. Correlation analysis indicated students using more SRL strategies across phases were classified in a higher achievement category. Results also revealed three profiles or self-regulators: (a) minimal, (b) moderate, and (c) competent. These profiles were positively correlated to academic achievement in LTEC 112. The study identified ID elements that supported study self-regulation. Results revealed five areas of focus (i.e., instructor support, personal timeline, check performance, course syllabus, and expectation setting) as important and where instructional designers intentionally incorporated these types of SRL elements into their design. [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.]