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.