Examining the duration of watching lecture videos on online video sharing platforms and learner autonomy of students preparing for the university exam

The aim of this study is to examine the duration of watching lecture videos on online video sharing platforms and autonomous learning levels of students preparing for university entrance exam. Survey, causal comparative and associational research models were used in the study. The study group consisted of 493 12th grade and high school graduates preparing for the university exam in Malatya city centre in the 2024-2025 academic year. As a data collection tool, the Autonomous Learning Scale developed by Macaskill and Taylor (2010) and adapted to Turkish by Arslan and Yurdakul (2015) was used to determine students' autonomous learning levels. In addition, a questionnaire form was used to determine the demographic characteristics of the participants such as field type, gender, graduation status, internet access type, duration of course video viewing ( average minutes per day), video content preference and viewing speed. Firstly, descriptive analyzes were performed on the data obtained within the scope of the research. Independent samples t-test and one-way analysis of variance (ANOVA) were used in comparisons related to the autonomous learning variable, which was found to be normally distributed. On the other hand, Mann-Whitney U and Kruskal-Wallis tests were preferred for inter-group comparisons related to this variable since the video viewing time variable did not show a normal distribution. In order to determine the relationship between the variables, Spearman Brown correlation analysis, which is appropriate for data that do not show normal distribution, was applied. As a result of the analyses, it was determined that the students actively watched online course videos and their autonomous learning levels were generally above the medium level. Significant differences were found in autonomous learning levels according to gender variable. In addition, weak positive significant relationships were found between students' autonomous learning levels and the duration of watching videos in mathematics, physics, chemistry, biology, history, geography, philosophy and RCM courses. This finding reveals that there is a significant relationship between students' autonomous learning levels and the duration of watching course videos on online video sharing platforms. In this direction, it is suggested that enriching online education content, guiding students in individual learning processes and encouraging interaction-based learning environments can make significant contributions to students' taking responsibility for learning and developing autonomous learning skills.