High quality learning requires learning skills that students can use in strategic ways. Learners also need motivational and self-regulatory strategies through which they can ensure to achieve objectives of studies. Quality learning also requires social participatory skills. Cognition is a social structure. In knowledge creation sharing and co-operation plays an important role. In addition to individual and social learning skills learners need to be aware of their prior knowledge. The interdisciplinary research group (education, psychology, computing sciences, media education) has built the tools for promoting learners' self-regulation, learning skills and strategies, and supporting collaborative processes in virtual learning environments. The research and technical development has been done in the University of Helsinki in 2000-2003. The tool set has two parts: (1) a tool for assessing a learner's individual qualities and learning skills (The IQ Learn) and (2) a tool for assessing collaboration and group processes in e-learning (The IQ Team). Both tools consist of interactive questionnaires and data banks for self-assessment and online connection to tutoring sites, which support students and student groups to learn effectively and aims at high quality learning processes. (http://iqform.edu.helsinki.fi) The project has applied Paul Pintrich's Motivational Components of Forethought, Cognitive Strategies and Learning Skills (Pintrich & Ruohotie 2000; Boekaerts, Pintrich & Zeidner, 2000; Pintrich & Garcia 1991; Pintrich 1999; 1995).Methods: The research group has collected data from the pilot use of the IQ Learn and the IQ Team for further development of the tools. Data source: Three teachers of virtual courses took part in the pilot use of the IQ Learn in the spring term of 2002. Students (N=30) on the Learning Psychology Web course at the University of Helsinki, and Students (N=18) on the Communication Sciences Web course (N=18) at the University of Tampere, explored profiles, given by the IQ Learn, and commented on their learning processes in their learning diary. In the Helsinki Business Polytechnic students (N=18) described their experiences of using the IQ Learn by writing short essays. The teachers of these courses were interviewed through open discussions about their experiences of the main advantages and disadvantages of using the IQ Learn to support students' self-regulated learning. In addition to these courses, data was collected from several individual teachers and students who used the tool. Written essays and interviews were categorized using content analysis.Results: The pilot use gave evidence that young students benefited best from the IQ Learn. If students have a very fixed learning style, they do not want to change it. The concrete issues of self-regulation, such as time- management and help-seeking strategies, were considered very useful. The teachers' main feedback was that self- regulation should be integrated in the Web courses as an essential pedagogical aspect. Even though the aim is self-regulation, students need guidance and activation to use the tool, which supports their development towards self-regulation. In the situation where the students did not get this guidance highly self-regulative students gained most from the tool. Conclusions Tutoring towards self-regulation is highly needed in higher education. There is too little guidance for study skills and learning strategies in both campus-based and virtual studies. Teachers have to learn how tutoring towards self-regulation can be integrated into their teaching as an essential element. The study provides new tools for course designers, teachers and learners on the WWW. They all need meta knowledge of learning offered by the IQ tools to promote self-regulated learning.