Self-regulated learning is commonly described as a process in which a student acts as a crucial independent element. The student sets own educational goals, selects information and learning resources needed to achieve set goals, decides what tools and procedures will be used for studying. The self-regulated student can manage the whole learning process, involving self-reflection. (Zimmerman, 2002). There are studies demonstrating that the ability to self-regulate our learning is a key factor in predicting the academic achievement of college students in an online learning environment (Cazan, 2014). At the same time learning online requires using such abilities, which are considered to be the essence of self-regulation (Carter et al., 2020) - student's ability to take control of his or her own learning process, which he or she actively reflect, adjust and retrospectively evaluate if necessary. Our objective is to design such online environment that can stimulate these skills. The main research question is as follows - Is there a change in self-regulated skill level at undergraduate students due to the specific e-learning environment? We are going to design personal learning environment (Dabbagh & Kitsantas, 2012) that should encourage the assumptions of social constructivism - groups of students construct knowledge for each other and collaboratively create small cultures of shared artefacts with shared meanings.