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The purpose of this study is to investigate the question of whether the interaction effects of hypervideo navigation variables (navigation control and navigation links) would affect college students' self-regulated learning just after their learning from instructional hypervideo programs. Navigation control (free navigation or free navigation with advisement) and navigation links (video-based links or video/text-based links) were independent variables in this 2x2 factorial design quantitative study. Instructional content was the same in four experimental treatments: FN/VbL environment (free navigation via video-based links); FN/VTbL environment (free navigation via video/text-based links); FNwA/VbL environment (free navigation with advisement via video-based links); and FNwA/VTbL environment (free navigation with advisement via video/text-based links. Participants in the study were (60) preservice teachers randomly assigned to one of the four experimental groups. Data analyses were conducted to test the hypotheses derived from research questions. Two-way ANO-VA test was used to investigate the main effects of the two independent variables on the ten (10) separate self-regulated learning strategies, and on the overall self-regulated learning strategies (SRL). This study provided statistical evidence that free navigation fosters 100% of the separate and overall self-regulated strategies without the need for advisement at all; that VbL fosters about (91%) of the separate and overall self regulated strategies; and that no effects were found for the interaction between the two independent variables in terms of 7 separate strategies and the overall strategies. [ABSTRACT FROM AUTHOR]