Personal learning environments provide a new approach to the use the new technologies for learning. It is a potentially promising pedagogical approach for integrating formal and informal learning using web 2.0  tools in higher education context. Web 2.0 tools are referred as the technologies that support communications, collaboration, knowledge creation, storage and sharing, creativity and self-expression. The purpose of this presentation is: to evaluate how do web 2.0 tools are used by higher education students; for what purpose do students use these tools; how web 2.0 tools enhance students’ self-regulated learning. The research theoretical framework is based on self-regulated learning conception defined by Zimmerman (2000) and a three level pedagogical framework that faculty can use to scaffold students self-regulated learning using personal learning environments (Dabbagh&Kitsantas, 2012). Zimmerman (2000) defined self-regulated learning as a student’s ability to independently and proactively engage in self-motivating and behavioral processes to achieve self-set goals. Zimmerman (2000) conceptualized self-regulated learning as a three phase cyclic model which are used in several studies to support self-regulation in online and blended learning environments (Kitsantas&Dabbagh, 2010; Turker&Zingel, 2008; Cho, Demei, Laffey, 2010). A three level pedagogical framework based on levels of interactivity that web 2.0 technologies enables (Dabbagh&Kitsantas, 2012). These levels are: personal information management; social interaction and collaboration; information aggregation and management.

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