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Facilitation of group written projects is a challenge for instructional designers working within a distance learning setting. The following provides suggested practices for facilitating such projects using web based collaborative writing technologies.

What follows is a review and analysis of the theoretical perspectives and research findings related to how social factors within the learning environment influence a learner’s likelihood and ability to selfregulate. The objective is to assess what (if any) social features influence a learner’s ability to self-regulate and how those features should be considered within the design of instruction to increase a learner’s self-regulation.