Cutting Edge or Cut Loose? An Exploration of Apprentices' Experiences of Workplace E-Learning

Autor/in	Mullin, Teresa
Titel	Cutting Edge or Cut Loose? An Exploration of Apprentices' Experiences of Workplace E-Learning
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 1, S.66-86 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2012.755214
Schlagwörter	Foreign Countries; Electronic Learning; Cosmetology; Apprenticeships; Vocational Education; Workplace Learning; On the Job Training; Educational Technology; Diaries; Telecommunications; Focus Groups; Access to Education; Educational Policy; Instruction; Educational Innovation; Curriculum Development; Education Work Relationship; Context Effect; Social Networks; Qualitative Research; Sampling; Barriers; Communities of Practice; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Schminken; Apprenticeship; Lehre; Ausbildung; Berufsbildung; Training-on-the-Job; Unterrichtsmedien; Diary; Tagebuch; Telekommunikationstechnik; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Teaching process; Unterrichtsprozess; Instructional innovation; Bildungsinnovation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Social network; Soziales Netzwerk; Qualitative Forschung; Community
Abstract	There is an assumption that e-learning is considered as a valued resource with great potential. This research explores how hairdressing apprentices experience vocational e-learning and makes recommendations on how good practice can be shared. An estimated 35,000 hairdressing and barber salons account for a quarter of a million UK workers and training is predominantly work-based. This small-scale, collaborative, practitioner-based research took place in a medium-sized salon network based in the East Midlands of England and employed a cross-sectional design. Salons were equipped with and use information and communication technology. Data collection included focus groups and participant diaries. Participation was voluntary and confidentiality maintained. Participants were allocated to form three focus groups differentiated by role and location. Participants kept a two week diary. Thematic, substantive, cross-sectional analysis was used to elicit data from the focus group transcripts and diaries. Findings, authenticated and validated by participants, indicated that e-learning was perceived as an overall positive resource in supporting workplace learning. It provided a means of "building bridges" with senior staff and accessing expansive learning opportunities. Where accessibility was limited and production values dominated learning, apprentices experienced difficulties. (Contains 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10