Abstract
Students today have unlimited access to digital resources, yet this abundance often hinders independent learning, which is crucial for academic success. This study investigates how current e-learning tools influence the learning behaviour of students specializing in media management and business administration across universities in Baden-Württemberg. A qualitative group discussion with eight students aged 20–24, analyzed through Mayring's content analysis, reveals that while e-learning platforms offer flexibility and accessibility, they also present challenges such as distraction and the need for self-discipline. The findings highlight that optimal learning outcomes require structured e-learning strategies tailored to individual needs and emphasize the hybrid model as a promising approach for future education.
Published Version
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