Research on academic performance in online education proliferated in the last decade; however, our current understanding of the relationship between self-regulated learning and academic performance in online learning environments remains scattered. This meta-analysis provides a holistic view of the relationship between learners' use of self-regulated learning strategies and their online academic performance in higher education. We investigated the conditions that moderate the strength of the correlations. Results revealed (1) a small positive correlation between overall self-regulated learning strategy and online academic performance (r = 0.21); (2) small positive correlations between online academic performance and metacognitive, behavioral, and environmental self-regulated learning strategies (r = 0.07; r = 0.23; r = 0.14, respectively); and (3) three conditions that moderate the correlation between self-regulated learning strategy and online academic performance (i.e., participant, self-regulated learning measurement, and academic performance measurement). Taken together, this updated holistic review will deepen our understanding of the relationship between SRL and online academic performance, enhancing teaching and learning practices in online education.