Abstract :Self-regulated learning helps learners not only adopt a lifelong learning process but it also enhances their academic success in their education life [1]. The aim of the study is to reveal pre-service teachers’ online self-regulated learning skills in terms of different variables (gender and department) at Education Faculties at different universities in Turkey. The participants of this research consists of 80 pre-service teachers at the departments of Special Education and Foreign Language Education in the academic year 2021-2022. This study is conducted using survey research design; a Likert scale questionnaire “Online Self-regulated Learning Scale” and ‘Personal Information Form’ in order to collect data for the research. The overall results have shown that participants generally have medium or high level of goal setting, help seeking, task strategies, self-regulation and environment structuring learning skills whereas they have a low level of time management skills towards online learning. the findings demonstrated that gender did not make significant differences on the dimensions of goal setting, environment structuring and self-regulation whereas gender differences have a statistical significant effect on task strategies, time management and help seeking learning skills towards online learning. As for the department variable, it makes a significant difference on the dimensions of goal setting, task strategies and time management learning skills. Practical implications and suggestions will be discussed in detail. Keywords : Online learning, self-regulated learning skills, distance education, pre-service teachers
