Learning styles inequity for small to micro firms (SMFs): Social exclusion through work‐based e‐learning practice in Europe

Abstract

Purpose

The elearn2work study of learning styles in the context of small to micro firms' (SMFs) and their perceived satisfaction has identified some important finding specific to e‐learning content design, delivery and international standards development.

Design/methodology/approach

The method of research adopts a deductive rather than an inductive approach via descriptive profiling and multivariate statistical analysis.

Findings

From the elearn2work study we have identified tentative findings that indicate e‐learning inequity for many SMF learners including employees and managers. From our research there is a clear gap between the profile of SMF learners, in the context of their learning style, and the typical content that is currently being designed for e‐learning provision. The sector is driven by analytic type educators/trainers who are frequently not a reflection of SMF learners.

Originality/value

It could be argued that many SMF workers are currently being socially excluded from e‐learning provision through pedagogy inequity when considering the lack of learning styles support in work‐based learning practice.

Citation

Hardaker, G., Dockery, R. and Sabki, A. (2007), "Learning styles inequity for small to micro firms (SMFs): Social exclusion through work‐based e‐learning practice in Europe", Multicultural Education & Technology Journal, Vol. 1 No. 2, pp. 126-140. https://doi.org/10.1108/17504970710759611