The purpose of this study is to determine online self-regulated learning levels of students by adapting “Online Self-Regulated Learning Scale” designed by Barnard and his colleagues into Turkish. Present study, irrespective of being a scale analysis, is at the same time a qualitative research. It is executed via scan model. Study group of research consists of collectively 222 students. Firstly the original scale has been translated by two educational technologists who are efficient in both Turkish and English languages. The validity of scale’s original factor structure within Turkish culture has been tested via confirmatory factor analysis. In order to measure the reliability of scale, internal consistency analyses have been conducted on data. In order to detect self-regulated learning levels of students; frequency, percentage, arithmetical means, standard deviation and t tests have been employed. In differentiation analyses p<0,05 significance level has been considered sufficient. As a result it can reasonably be argued that “Online Self-Regulated Learning Scale” is a valid and reliable scale that can be employed in detecting online self-regulated learning levels of university students in Turkey. Additionally below given results have been obtained regarding students’ online self-regulated learning levels: Students’ online self-regulated learning skills are generally higher and their highest level of skills is “structuring the environment”, whereas the lowest skill is “goal setting”. Online self-regulated learning levels of students from Social Sciences Teaching Department are meaningfully lower than the students’ online self-regulated learning levels from other departments.