Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who work in a CSCL environment needs to be regulated as well. Despite its importance, the regulation of learning in CSCL has received relatively little attention in research. In the contributions of this special issue different labels are used for various forms of regulation of learning during CSCL. During collaborative learning, the regulation of activities can take place at different levels of social interaction: the individual level, the dyadic level, and the group level. Regulative activities of all three levels are presented in the three studies. All studies have investigated whether the use of regulative activities affected performance, and have found that regulation at the dyadic and/or group level was positively related to group performance. In sum, these three contributions provide a constructive overview of the role of regulation of the (collaborative) learning process in CSCL, both in terms of the impact of regulation on learning processes and learning results as well as the influence of different kinds of support on the regulation of collaborative learning. (Contains 1 figure.)