The aim of this article is to investigate the relation between self-regulated learning and online collaborative environments. Based on the study of a blended course for trainee teachers, it explores the potential of the online collaborative component of the course for the practice and development of Self-Regulated Learning. The study made use of two questionnaires, developed within the TELEPEERS European project, to evaluate the potential support to SRL provided by technology-enhanced learning environments. The results provide information about the aspects of SRL practised in our environment. These include social competences, such as communication and negotiation with tutors and peers, emotional and motivational aspects, such as keeping up motivation and maintaining and restoring a positive working attitude, and cognitive and metacognitive skills such as management of time and learning environment and reflection on learning outcomes. The study also suggests the need to consider not only the SRL of the individuals involved in the learning process, but also the SRL of the whole community, that is, the result of the mediation between individual autonomy and group collaboration.