The purpose of this study is to investigate the primary features of self-regulated learning (SRL) treatments and strategies employed in technology-enhanced learning environments (TELEs) that could enhance learning outcome. A total of twenty related academic articles were identified and examined for key independent SRL variable features, SRL support strategies and SRL outcomes. The findings of the study are important in terms of advising TELE educators of the existing leading SRL treatment frameworks for consideration. The results showed some of the characteristics of learning outcomes influenced by self-regulation. The results show that SRL are sometimes taught during online courses, while in other courses, the SRL are embedded inside the TELE, giving students important and timely feedback as they evaluate themselves, and learn. [For the complete proceedings, see ED579395.]