Open and Distance learning (ODL) is considered an important strategy for increasing educational access, improving the quality of education, advocating for peer-to-peer collaboration, and providing learners with a greater sense of responsibility for learning (Calvert, 2006). However, students learning in ODL environments may face more challenges than the students in conventional learning environments. Studies have indicated that students with self-regulated learning skills are more likely to be successful in ODL environments than those who do not have those skills (Das, 2010). A variety of studies have demonstrated that through instructional strategies, tutors can teach and help improve self-regulated learning skills. This development of skills may lead to reduced dropout rates (Zohrabi, 2013; Talbert, 2014; Radovan, 2011). To examine the suitability of self-regulated skills development strategies, researchers of this study utilized a KWL (What I Know, What I Want to Know! , What I Learned) chart method in the ODL environment in Sri Lanka to help develop self-regulated learning (SRL) skills in university students. As part of a mixed-method action research study, twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka participated. Zimmerman & Moylan’s (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students’ SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The findings of the study indicated that the KWL method contributed to improvement of self-regulated learning skills among student participants.// Paper ID 148