Yeşilyurt (2021) developed and validated a scale to measure university students' readiness for online learning. The study involved 297 students, who completed the Readiness for Online Learning Scale (ROLS). The ROLS was validated through exploratory and confirmatory factor analyses, revealing two dimensions: computer literacy (CL) and computer-based self-efficacy (CSC). Results showed high levels of readiness in both dimensions. Students with higher self-efficacy in using computers exhibited greater readiness in CL and CSC. No significant differences were found between genders or faculties in terms of readiness. The study also found that students who perceived themselves as good computer users had significantly higher readiness scores. The ROLS demonstrated good reliability and validity, with Cronbach's alpha values of 0.85, 0.86, and 0.78 for the full scale, CL, and CSC, respectively. The study concluded that university students generally have high readiness for online learning, particularly in CL and CSC. The findings suggest that students are well-equipped to use technology in online learning environments. The study recommends further research on the relationship between self-directed learning readiness and course topics in online learning contexts. The ROLS can be used to assess students' readiness for online learning and inform instructional design. The study also highlights the importance of technology-oriented instruction in enhancing online learning experiences.Yeşilyurt (2021) developed and validated a scale to measure university students' readiness for online learning. The study involved 297 students, who completed the Readiness for Online Learning Scale (ROLS). The ROLS was validated through exploratory and confirmatory factor analyses, revealing two dimensions: computer literacy (CL) and computer-based self-efficacy (CSC). Results showed high levels of readiness in both dimensions. Students with higher self-efficacy in using computers exhibited greater readiness in CL and CSC. No significant differences were found between genders or faculties in terms of readiness. The study also found that students who perceived themselves as good computer users had significantly higher readiness scores. The ROLS demonstrated good reliability and validity, with Cronbach's alpha values of 0.85, 0.86, and 0.78 for the full scale, CL, and CSC, respectively. The study concluded that university students generally have high readiness for online learning, particularly in CL and CSC. The findings suggest that students are well-equipped to use technology in online learning environments. The study recommends further research on the relationship between self-directed learning readiness and course topics in online learning contexts. The ROLS can be used to assess students' readiness for online learning and inform instructional design. The study also highlights the importance of technology-oriented instruction in enhancing online learning experiences.