Traditionally web-based learning management systems reflect a lack of sufficiently personalised support for learning. The new generation of person- alized open learning environments can be seen as an attempt to fill this void. However, literature suggests that PLEs even though pedagogically desirable pose immense challenges for learners and they require support, guidance, and pedagogical interventions to make the best possible use of associated technolo- gies to fulfil their learning goals. This paper examines how problem-based learning can be used to enhance self-regulatory skills among learners resulting in improved adoption of PLEs.