Objectives This study confirmed the differences in self-regulated learning ability, learning presence, and perceived academic achievement of nursing students who experienced face-to-face and non-face-to-face classes and the relationship between them, and learned from the relationship between self-regulated learning ability and perceived academic achievement. We sought to confirm the mediating effect learning presence. Methods Data collection was conducted from May 9 to 27, 2022, targeting nursing students who experienced both face-to-face and non-face-to-face classes, and data from a total of 187 students were used in the final analysis. The collected data were analyzed using t-test, ANOVA, Scheffé test, Person’s correlation coefficients, and hierarchical multiple regression using SPSS 22.0 program. Results In face-to-face classes, self-regulated learning ability and learning presence, self-regulated learning ability and perceived academic achievement, learning presence and perceived academic achievement The relationship was significant. In non-face-to-face classes, self-regulated learning ability and sense of learning presenc), self-regulated learning ability and perceived academic achievemen), learning presence and perceived academic achievement The relationship with achievement was significant. In addition, the partial mediating effect of learning presence was confirmed in the relationship between nursing students' self-regulated learning ability and perceived academic achievement, and the explanatory power was 36.7% for face-to-face classes and 43.6% for non-face-to-face classes. Conclusions In order to improve the perceived academic achievement of nursing students, various methods should be prepared to develop and apply systematic programs to improve self-regulated learning ability and sense of learning reality. Additionally, it is necessary to consider strategies for diversifying teaching methods that can complement face-to-face and non-face-to-face classes.