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in general, and of learning in particular, both at the level of construct (i.e., Schunk & Zimmerman, 2008) and of assessment (i.e., Lozano & De la Fuente, in press; Núñez, Solano, GonzálezPienda, & Rosário, 2006a) and its promotion in formal (i.e., Cardelle-Elawar & Sanz de Acedo, in press; Rosário, Núñez, González-Pienda, Valle, Trigo, & Guimarães, in press) and informal contexts (Rosário, Mourão, Núñez, González-Pienda, & Solano, 2006; Symeou, 2006). Self-regulated learning (hereafter SRL) can be defined as a series of thoughts, feelings, and actions that are self-generated by learners and that systematically orient them towards the achievement of their goals (Zimmerman & Schunk, 1989). Therefore, SRL is an active process in which students establish the goals that guide their learning, attempting to monitor, regulate, and control their cognition, motivation, and behavior with the intention of attaining such goals (Rosário, 2004). For most students, the new European Higher Education Area is the great opportunity to become active agents in the learning process. The teacher plays the role of transmitter of learning and relinquishes the protagonist role to the students, thereby becoming a mediator between the students and knowledge, placing the learner at the center of the learning process. Thus, we hope to travel from the university of teaching to the university of learning, a radical turn for which students may not be completely prepared, but for which they are qualified. This situation has generated the need to design actions to help and to teach students to actively direct their learning process. In addition to the above is the strong emergence of e-learning, which has become a feasible alternative to the traditional instructional model (Tallent-Runnel et al., 2006). In any case, the studies point out that we cannot yet estimate the potential of on-line learning platforms for displacing the learning model focused on the teacher in favor of a model in which the student is the protagonist (Jonassen, Howland, Moore, & Marra, 2003). The incorporation of computers in the teaching-learning process grants great advantages both to the teacher and the students; it can help students to understand the task in different contexts, thus favoring transfer, obtain help from the teacher in real time, or exchange experiences in the use of strategies, among many other aspects. In fact, computers themselves may be motivating, involving learners in tasks that allow New media for the promotion of self-regulated learning in higher education