Much of the previous research on self-regulation and self-regulated learning activities has been focused on traditional, face-to-face classroom settings with little attention extended to the online environment or with regard to psychomotor skill development. As online learning opportunities continue to increase, instructional strategies should be utilized that include self-regulation activities that support the acquisition of knowledge and psychomotor skills. Instructional design of online learning can include self-regulation strategies meant to support course and learning objectives. The current research study investigated the use of two self-regulated learning activities: goal setting and error identification. The activities were integrated into an online learning course site for community college students enrolled in a court reporting program. A mixed methodology was used in this investigation. Thirty participants took pre- and post-intervention stenotype writing skills tests to determine any change in the acquisition of stenotype writing skill acquisition while employing either the goal setting or error identification self-regulation activity. The quantitative data collected from the test scores revealed that no significant difference was found in the acquisition of skills between the two groups. In addition to the stenotype skills tests, the participants also answered five open-ended questions. The questions sought to gain insight into the students' levels of satisfaction in utilizing the assigned activity and whether they would encourage or discourage its future use. The qualitative data revealed varying levels of satisfaction and concern with both strategies. The responses from the participants were analyzed and coded into themes including learner autonomy, self-awareness of errors, self-determination, and a concern with time. While the quantitative data did not reveal any significant difference in skill acquisition, some significance was found in response to two of the open-ended questions. Results from this study may be used to assist instructional designers and online instructors in incorporating self-regulation activities into their course designs in an effort to enhance learners' experiences.