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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.
Notes
1. This project has been funded and supported by the Learning and Skills Improvement Service (LSIS) and the University of Sunderland SUNCETT. The content of this publication does not necessarily reflect the views of LSIS or SUNCETT.
2. It is estimated that ‘the hairdressing sector has twice the proportion of people with dyslexia compared to the UK population’ (HABIA Citation2008, 12).