Online higher education has become more popular and available than at any other time; however, persistence rates lag behind traditional education rates. To address this problem, self-regulation can be used as a strategy to improve student performance and learning. To support self-regulation, a variety of technological tools are available to incorporate into online classrooms, but little research is available to guide the selection of appropriate tools. To address this gap in research, online institutions need more insight supporting specific tool selection. This report will examine metacognitive, cognitive, and emotional self-regulation practices needed to succeed in the online environment, which can then be supported through Chrome extensions. Further study is required to determine if additional areas of self-regulatory practices and tools to support such practices would be even more effective than the ones discussed. Should future work prove the practices and tools discussed here are effective, the potential for greater persistence in online courses may prove significant.