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This research was designed to investigate the effects of using online undergraduate courses, based on Self-Regulated Learning (SRL) strategies, in order to enhance students’ self-regulation and academic outcomes at the University of Bisha in Saudi Arabia. A quasi-experimental design was applied in this study. Sampling consisted of 70 female students from the Educational Faculty at the University of Bisha. Two types of online courses were used to teach the same concept. A group of students was taught online course supported on SRL strategies and the other group by using an online course not supported on SRL strategies. The result of independent samples t-test and one-way analysis of covariance (ANCOVA) showed that the online course supported on SRL strategies has a significant effect on students’ self-regulation and academic outcomes.