The existing literature suggests that self-regulated learning (SRL) strategies are relevant to student grade performance in both online and blended contexts, although few, if any, studies have compared them. However, due to challenges unique to each group, the variety of SRL strategies that are implicated, and their effect size for predicting performance may differ across contexts. One hundred and forty online students and 466 blended learning students completed the Motivated Strategies for Learning Questionnaire. The results show that online students utilised SRL strategies more often than blended learning students, with the exception of peer learning and help seeking. Despite some differences in individual predictive value across enrolment status, the key SRL predictors of academic performance were largely equivalent between online and blended learning students. Findings highlight the relative importance of using time management and elaboration strategies, while avoiding rehearsal strategies, in relation to academic subject grade for both study modes. •Few studies have online learner's and blended learners SRL strategy use & grade.•Online and blended learners differed in their SRL strategies use.•Individual predictive value of SRL strategies differed for online/blended learners.•Overall predictors of grade were equivalent for online and blended learners.•Time management/elaboration/rehearsal strategies key for predicting grade.