Over the last decade, much attention has been paid the effects of self-regulated learning (SRL) in massive open online courses (MOOCs). However, a systematic understanding of the topic is rather limited. This study drew a general outline of important factors affecting the SRL in MOOCs. The study summarizes two important SRL modes as the theoretical basis. Then, the study analyses the motivational, metacognitive and cognitive regulation strategies, and behavioural regulation strategies which affect SRL in MOOCs. Finally, suggestions for future research in MOOCs are offered.