 Good afternoon everybody and welcome to this session entitled e-learning best practice based on individual student profiles similarities and differences between full-time and part-time students and their needs for ideal online learning our Presenter is Jasmine Sarah and I'll hand over to her now. Thank you Thank you very much and hello everybody. Thank you very much for joining this session this afternoon My name is Jasmine and today. I'm presenting on behalf of the city of Vienna competence team for the digitalization of communication at the FHW University of Applied Sciences for management and communication in Vienna so the health conferences theme is shared experiences different perspectives and There are different subtopics amongst them inclusive practices so the city the competence team Decided to This competence team has been working on topics around the digital digitalization of communication since 2019 and when the COVID pandemic and started the competence team decided to focus on COVID-19 and its effect on students experiences So obviously there are different student profiles and we decided to look at full-time and part-time students and we wanted to know how these two groups have dealt with the pandemic so Under the subtopic of inclusive practices the title of our study is e-learning best practice based on individual student profiles similarities and differences between full-time and part-time students and their needs for ideal online learning so we also thought about how to define full-time and part-time students and It's interesting because at our university we differentiate between these two groups, but there is no real definition So we decided to focus on at least part-time students and to look into literature and how part-time students are defined there It was interesting to see that there are no universally accepted definitions of what constitutes part-time study At least in the UK and also we didn't find any for Austria What we know is that part-time students a different age Also in life circumstances in their personal values and also in their motivations for studying We do know that added learning has the potential to bring enormous benefits in terms of self fulfillment health family functioning civic participation also social attitudes We are also aware that part-time studying brings structural constraints Constraints such as also providing for living and child care and that part-time students need flexible study opportunities It might be that during the part-time studies there are no economic benefits to see but there is Evidence that for a better and longer perspective. There are benefits for part-time students So to come back to our study We actually conducted two different studies the first one was conducted at the beginning of the COVID pandemic in March 2020 and the second one was conducted in March 2021. So one year after as a follow-up study Their methodology used was an online survey and a total number of 561 students participated in this study These students actually study very different programs and There were students represented from all ten bachelor programs and eight master programs Which are all related to management and communication at this university So as I mentioned before and we were looking at different student profiles and to look at the numbers 52.5% were defined as full-time students and 47.5% were defined as part-time students Talking a little bit more about the demographics of the participants. I earlier mentioned the percentage of full-time students and It was interesting to see that the average age of full-time students was 21.8 years While it was 26.4 years for part-time students. So a little bit older The distribution of gender was quite the same So it was 69.6 percent female and 30.3 percent male participants for full-time students and 68.8 percent female and 31.2 percent male Participations for part-time students So I'm now gonna present you the results of this study And we started by asking our students about their student profile preferences We differentiated between synchronous studies and asynchronous studies for distance learning and the results showed that both Full-time and part-time students preferred the synchronous study mode Even though part-time students have a slightly bigger tendency towards asynchronous We also focused on the study content in our survey and For example, we asked our students and what they think about the clarity of the purpose of the digital teaching and learning materials so Roughly 50% of both full-time and part-time students have positive feelings About the clarity of the purpose Whereas part-time students slightly strong at this degree at all to those The distance learning activities are related to tasks and clear tasks and goals This question was also asked to the students and there was generally positive attitude amongst full-time and Part-time students, but also we could see that part-time students were more likely to rather disagree or Disagree at all We also asked students about the provided material and if it was sufficient to be able to process the tasks There was a very positive attitude amongst full-time and part-time students here but again part-time students were more likely to rather disagree and disagree at all to full-time students We asked students about teaching content if it was clear and understandable and And generally there was a very clear and positive attitude here and no extremes could be found when we asked students about distance learning offers and if they are Carefully incompetently created there was a strong rather agree from both full-time and part-time students and it was also striking to see that Part-time students partially agree or disagree at all a little bit more. We asked students if the tasks that are To be processed for distance learning are well suited for distance learning and Here the totally agree was not striking but the rather agree was dominant Also, there was a tendency to partially agree rather disagree and disagree at all from part-time students when we asked students about the learning material and if it was updated regularly and If it was up to date the total agreement and rather agreement between full-time and part-time students was Between 65 and 70 percent And it was interesting to see that part-time students are more likely to only partially agree or disagree at all We also asked the students about How they feel and also looking after students so when we asked the students how Well, they felt looked after during the distance learning The numbers seemed quite balanced, but we could see that part-time students Only partially agree more often than full-time students and Interestingly more full-time students say that they rather disagree than part-time students We also asked the students about the workload and whether lectures correctly estimate the workload for independent assignments and we could see that Part-time students rather disagree or disagree at all than full-time students and In general the tendency was not only positive here When we asked students whether the quality of distance learning offers varies from one course to another The agreement shows that the quality of the courses are not balanced and they very much vary from one course to another We also asked a question if using 100% distance learning make students deal with the content more intensively and Full-time students said that they clearly disagree that dealing with the content makes them We are distance learning makes them study more intensively And we could see that part-time students had a little a small tendency here When we asked students Whether 100% distance learning makes them learn more independently they said that Part-time students more often totally or rather agree than full-time students and Full-time students more often disagree than part-time students we also asked a question about the learning progress and if 100% distance learning helps them to check also their learning progress and the results were Not so positive here. I would say even rather negative and especially part-time students Rather disagreed to this question So talking about the general distance learning agreement We could see that between 45 and 60 percent showed a very positive attitude here but part-time students show Rather disagreement or disagreement at all We also talked about the quality of the content and if the information provided in this course helped students to stay attentive and here we could see a rather positive attitude in general We also talked about the distance learning motivation and we asked students if they were able to stay motivated even when the editor wasn't online all the time and The responses were quite positive But we had a stronger disagreement at all from part-time students When we asked the students if online tools helped to stay alert There was a general positive answer, but also The rather agreement and partial agreement was stronger from part-time students Another very important topic within our service was distance learning attention and we asked the students whether their attendance has Become more or less the same during 100% distance learning So the general tendency was to have the same amount of attendance, but part-time students were more likely to attend Classes more often as well as more likely to attend less often So we could see that the changes were bigger for part-time students and for full-time students They also asked our students if they found it challenging to manage their presence themselves during 100% full-time 100% distance learning and both groups that they Did not agree to that it is challenging Another question was if they founded the benches as to be able to monitor their land learning progress themselves And there was a clear tendency especially from the part-time students to see advantages of distance learning and for individual monitoring A further question was by suspending the compulsory attendance I can better reconcile my studies and work and here we found very clear positive Tendencies from part-time students and more balanced answers from full-time students We asked the same question so by suspending the compulsory attendance I can better balance my studies and private life and again We could see a very positive tendency from part-time students and a more balanced answer Pattern from full-time students. All right, so after presenting you The results of our study We came to some conclusions so first of all We could see that part-time students have a slightly bigger tendency to prefer asynchronous study modes than full-time students Which makes sense because they have other things to do and in general there is a Neat to be more precise and also careful when preparing and Explaining study goals and tasks and also providing learning material and this again is especially important for part-time students also We found that is really important to update learning material because students notice and Yes, so also there is a great need to look after students in a more Not maybe not so academic way, but just to check in really and in particular for part-time students Also, we found that it's really important to adapt the workload because there are great differences between different courses and That is a great need to be consistent. And again, this is very important for part-time students Finally, we made the conclusion that self-management of time Is has been found to be very positive And it shows certain benefits also for part-time students And at the end of this presentation, I also wanted to share with you some recommendations that we have So for the future, it is really important to work out flexible forms of studying and I know that's very difficult Also for logistics, but it can be very helpful for part-time students again To be very precise and also clear when it comes to and study content and study goals Also, it is highly recommended to work out the exact measurement and also rules of workload for Lecturers and Finally also to understand the results of the study and try to implement them into new study programs Thank you very much for your attention If you have any questions comments or queries, please contact me under this email address and Yes Thank you very much Thank you very much indeed Jasmine for you know Really interesting presentation with so much detail and quite a lot of Interesting results that that sort of drew out. So we've got time for some questions and there's one from Luke I think the question will go up on the screen so you can read it yourself if you'd like to or I can read it out Yes, it's a bit small, but Of course the same course as the tradition course If so, was it adapted from traditional to distance learning? It may explain the workload expectations Yes, so I think we have to differentiate between different courses and because the first year when the server was done, obviously most of the courses were just Transitioned to being online so there was not a lot of time to really adapt the study content to Distance learning content The second year it was adapted to distance learning so Yes, sorry, I don't see the question anymore, but Okay, okay, so let's continue with the next question probably, huh? Okay, are there any factors that might help explain why part-time learners were less positive about the quality of the materials ability to complete tasks currency of material or any Hypothesis, thank you Yes, so What we could see from the results is that because part-time Learners and they're already dealing with Many difficulties in their work life, which also was transitioned to online very often They might not have had the same capacities to keep up with the demands of the lecturers So it would have been necessary to provide more time really to to give extra time for tutorials Are just a time to to ask questions for part-time learners and also to give them the feeling that they are being heard Thank you for the question Is there a correlation between? Okay, is there a correlation between instructions preparations of management improvement in students Did you test this? No, we have not that's a very interesting point. Thank you very much for the comment We will take this to the next study Okay, and there's one part. There's another question there. Sorry. Okay. Yes I can see it's the main finding the responses of both groups were very similar, but studying online still more challenging to part-time students um actually, I Was thinking about this for a long time and I think it is Similar in many ways, but the extremes are the interesting parts that make us see that it is actually helpful for part-time students to do distance learning and It might be very like the difference. It's might not be very big, but I think they're very relevant and We need to focus on these also to improve also study life for part-time students Thank you for the question Okay, do part-time students. Yes. Do part-time students get less involved in asynchronous group discussions? Um, so I'm from from the concept of how we understand asynchronous group and Asynchronous study modes there is actually actually no interaction between students and lecturers because very often in asynchronous Our lecturers give tasks to the students and then within a certain time frame students need to answer those So the discussions There are no Discussions in that sense because it's not at happening at the same time if this is what you mean There's one last question, I think that we've got one more. Thank you Okay, from my experiences, they're not less involved but have less opportunity to be become involved Here my Idealistic self will will will scream and say oh no, we have to try to like involve them as much, you know I think that's very important. It's tricky, but it's really important that should definitely be a focus of ourselves in Distance learning. Thank you very much. I think that's all we've got time for Thanks again Jasmine for a fascinating presentation and for addressing all of these questions and thank you so much Thank you very much indeed. Okay. Bye. Bye. Thank you for joining