Synchronous online learning environment is becoming increasingly popular because of its ability to promote emergent interactions through real-time feedback. This study examined the role of co-regulation in synchronous online learning environment to capture the dynamics of social interaction in learning. A study was conducted to examine the relationships between co-regulation strategies and group performance. Results indicated that the use of orientation, executing, and planning strategies were positively related to group performance, but only the orientation strategy predicted group performance. The high performance groups adopted more orientation and executing strategies than low performance groups. Implications for teachers, students, and educational technologists are discussed.