Online learning has been becoming a significant learning pattern different from traditional classroom learning in information society. Especially for adults, due to their learning characteristics in physical, social and psychological conditions, online learning is a comparatively suitable pattern for them to achieve learning targets. Basically, online learning is self-based and independent learning. Whether the individual has sufficient self-learning literacy or not will directly impact the effectiveness of learning. Unfortunately, the concrete analysis of self-learning literacy in the context of online has not been fully explored yet. The author therefore chooses self-regulated learning (SRL), a format of self-learning, and conducts relevant researches to reveal the specific elements of literacy. The aim of the paper is to extend the empirical findings of individual differences in SRL literacy, in terms of social demographic variables, to explore their implications to adult online learning. A 28 item SRL scale for adults is developed to carry out the empirical study. About 3800 adult samples in Taiwan are selected and measured their SRL literacy via a large scale of questionnaire survey, based on seven groups of social demographic variables. After analyses of individual differences in seven social demographic variables, Adult Self- Regulated Learning Literacy Norm is formulated for further research in norm reference comparison and other applications. The potential implications of the above empirical findings to adult online learning will further be revealed. Applicable recommendations will be raised to enhance individualized teaching and learning supports for effective adult online learning and to enrich adult’s online SRL literacy.