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Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training

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Abstract

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices’ workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors’ participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training.

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Notes

  1. The self-evaluations concerns the evaluation of the global mastery of a recipe by rating on a scale from 0 to 100 % (see the description of the mobile and online learning journal session).

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Acknowledgments

This study was conducted in the framework of a leading House called “Technologies for Vocational Training”. Project supported by the SERI (http://www.sbfi.admin.ch/berufsbildung/01528/01529/01535/index.html?lang=en).

Author information

Authors and Affiliations

  1. UER Enseignement, Apprentissage et Évaluation, Haute École Pédagogique du Canton de Vaud (HEP Vaud), Lausanne, Switzerland

    Laetitia Mauroux

  2. Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands

    Karen D. Könings

  3. Computer-Human Interaction Lab for Learning and Instruction EPFL, Lausanne, Switzerland

    Jessica Dehler Zufferey

  4. Department of Education, University of Fribourg, Fribourg, Switzerland

    Jean-Luc Gurtner

Authors
  1. Laetitia Mauroux
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  2. Karen D. Könings
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  3. Jessica Dehler Zufferey
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  4. Jean-Luc Gurtner
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Corresponding author

Correspondence to Laetitia Mauroux.

Appendices

Appendices

Table 4 Questionnaire items used to measure apprentices’ “attitudes towards using technologies” in the smartphone/mobile and online learning journal acceptance questionnaires
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Table 5 Questionnaire items created to measure usefulness of the mobile and online learning journal for learning as perceived by apprentices as well as their perception of the usefulness of the mobile and online learning journal to contact their supervisors
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Fig. 3
figure 3

Data collection over 2 years

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Mauroux, L., Könings, K.D., Zufferey, J.D. et al. Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training. Vocations and Learning 7, 215–239 (2014). https://doi.org/10.1007/s12186-014-9113-0

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