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With 88% of lifelong learners aged over 23, adult learner perspectives inform insights into their student identity and how they interpret success. Following the 2020–21 online pivot during COVID-19, the faculty conducted a wide-scale study in 2021 focused on learners’ comments about success and the barriers ERT introduced.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/part-time-learners-perceptions-of-success-during-ert/589177/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/part-time-learners-perceptions-of-success-during-ert/589177.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What setting and learner group does the study focus on?","Question",{"text":112,"@type":113},"The study is based at South East Technological University’s Carlow campus and examines part-time lifelong learners, with 88% being adults over age 23.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was ERT (emergency remote teaching) central to the research?",{"text":117,"@type":113},"The COVID-19 pandemic prompted an online pivot to ERT, creating new conditions that affected learners’ experiences and outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article approach the concept of success?",{"text":121,"@type":113},"It takes a qualitative approach that foregrounds learners’ voices, analyzing how they interpret success and the barriers to success posed by ERT.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589177,1792160970,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Part-Time Learners’ Perceptions of Success During ERT  \nsusan flynn, joseph collins, and lindsay malone  \nAbstract  \nThe Faculty of Lifelong Learning at South East Technological University’s Carlow campus, is one of the largest providers of part-time learning in the Irish Higher Education sector. A large majority of our lifelong learners, 88%, are adult learners over the age of 23, therefore the perspectives of our part-time learners offer us valuable insights into adult learner experiences in the Irish Higher Education sector. The outbreak of COVID-19 saw us pivot our provision to an emergency remote teaching (ERT) model in the first wave of the pandemic. The faculty undertook an extensive study of its learners in 2021 to examine the impacts of ERTon learners, and this article takes a qualitative approach to the findings of this study, looking specifically at learners’ comments about success, and the barriers to success which ERT posed. Our study provided an opportunity to learn about our learners’ conceptions of student identity, and how they interpret success as parttime learners.  \nKeywords: Part-Time Learning, ERT, Online Pivot, Success  \nIntroduction  \nThe changes in delivery for many Higher Education Institutions (HEI) during the COVID-19 pandemic in 2020-21 included an ‘online pivot’ to ERT (emergency remote teaching). The Faculty of Lifelong Learning at South East Technological University’s Carlow campus is one of the largest providers of part-time learning in the Irish sector, with 6,114 lifelong learners enrolled in 2020 (see Table 1 and Figure 1), of which 88% were adult learners over the age of 23. A 2015 definition provided by the National Plan for Equity of Access to Higher Education 2015-2019 (Higher Education Authority [HEA], 2015, p.35) states that adult learners are defined as ‘those aged 23 years or over on 1st  \nJanuary of the year of entry to higher education’. Defining the lifelong learner is seen to be a complex issue due to the wide diversity of studies that are available however the authors identifies that the definition provided by the HEA (2015) correlates more specifically with the aims ofthis research.  \nThe faculty undertook a wide-scale study of part-time learners in early 2021, to examine learners’ experiences of ERT. This article foregrounds the voices of learners, taking a qualitative approach to highlight learners’ needs, feelings and lived experiences. As such, this research adopts a Freirean approach, acknowledging that learning and teaching are an ongoing dialogue. Such a dialogue is critical to the future of part-time learning in Ireland, as the National Strategy for Higher Education to 2030 suggests that higher education participation amongst adults will increase almost two-fold from 2015 to 2030.  \n\n| Institute | % of Lifelong Learning Students\u003Cbr>(i.e. % part-time students of total students) |\n| --- | --- |\n| Technological University Dublin | 29.5% |\n| Institute of Technology Carlow (now SETU) | 52.0% |\n| University College Dublin | 16.2% |\n| University College Cork | 19.5% |\n| IT Sligo | 54.6% |\n| National University of Ireland Galway | 15.8% |\n| Munster Technological University | 18.8% |\n| Dublin City University | 15.3% |\n| Limerick IT | 23.9% |\n| University of Limerick | 11.0% |\n| Maynooth University | 12.3% |\n| Trinity College Dublin | 8.7% |\n| Royal College of Surgeons | 33.8% |\n| Waterford IT | 17.0% |\n| Dundalk IT | 20.3% |\n| Mary Immaculate College | 19.1% |\n| Letterkenny IT | 20.1% |\n| Athlone IT | 16.9% |\n\n\n| Galway-Mayo IT | 11.0% |\n| --- | --- |\n| St. Angela’s College | 34.0% |\n| Dun Laoghaire Institute of Art, Design and Technology | 16.0% |\n| National College of Art and Design | 12.0% |\n| All Irish HEIs | 20.2% |\n\nTable 1. Percentage of Lifelong Learning students (i.e. part-time students) based on HEA enrolment headcount data from all Irish HEIs for 2020/2021 . Note: HEA enrolment data excludes certain categories of students including apprentices and incoming Erasmus stu","cbCaiaBMh52jGF5j","https://ap.wps.com/l/cbCaiaBMh52jGF5j","pdf",160936,"English","# Introduction\n## Background of the COVID-19 online pivot\n## Defining lifelong and adult learners\n## Study approach and focus on success\n## Context: lifelong learning enrollment and sector distribution\n# ERT and its impact on teaching and learning","[{\"question\":\"What setting and learner group does the study focus on?\",\"answer\":\"The study is based at South East Technological University’s Carlow campus and examines part-time lifelong learners, with 88% being adults over age 23.\"},{\"question\":\"Why was ERT (emergency remote teaching) central to the research?\",\"answer\":\"The COVID-19 pandemic prompted an online pivot to ERT, creating new conditions that affected learners’ experiences and outcomes.\"},{\"question\":\"How does the article approach the concept of success?\",\"answer\":\"It takes a qualitative approach that foregrounds learners’ voices, analyzing how they interpret success and the barriers to success posed by ERT.\"}]","Part-Time Learners’ Perceptions of Success During ERT | PDF",1792066698]