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Dive into the research topics where Laurent Cosnefroy is active.

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Featured researches published by Laurent Cosnefroy.


Teachers and Teaching | 2013

Workplace Learning Impact: An Analysis of French-Secondary-Trainee Teachers' Perception of their Professional Development.

Laurent Cosnefroy; Éric Buhot

This study explores how French-secondary-trainee teachers perceive their professional development over their year-long training. Two research questions are addressed: How prominent is workplace learning in teaching competencies acquisition? Is there a relationship between learning modes and the kind of teaching competencies to be acquired? Four hundred and seventy-three secondary-trainee teachers were asked to complete a questionnaire in which they rated to what extent 28 teaching competencies were being acquired at the end of the one-year training, along with the learning mode of these competencies. The findings suggest that learning on workplace is a multifaceted process that cannot be curtailed to mentoring.


The European Higher Education Area | 2015

Understanding Quality of Learning in Digital Learning Environments: State of the Art and Research Needed

Bernadette Charlier; Laurent Cosnefroy; Annie Jézégou; Geneviève Lameul

Over the last decade, the practice of higher education in Europe has become highly diversified and more complex. Among the visible phenomena related to the organization of studies that have appeared there are new forms of teaching and learning linked to digital learning environments. Faced with these developments, sometimes called a revolution, actors—policy makers, teachers, students—have very little in the way of scientific results to rely on. Such practices are still relatively new, and research done in this area rarely goes beyond feedback from experiences, case studies and satisfaction surveys. As such, research has not yet produced sufficient knowledge to provide a solid basis for decision-making. This chapter aims to start to address the current lack of scientific work in this area. More specifically, its ambition is to provide a theoretical framework based on the state of the art as well as research trials to answer two major questions: 1. How do student characteristics and those of digital learning environments interact? 2. What are the configurations emerging from these interactions that can lead to quality learning?. The overarching outcome will be to make new forms of teaching and learning linked to digital learning environments in higher education more intelligible.


Savoirs | 2010

L'apprentissage autorégulé : perspectives en formation d'adultes

Laurent Cosnefroy


Revue Francaise De Psychanalyse | 2004

Apprendre, faire mieux que les autres, éviter l’échec : l’influence de l’orientation des buts sur les apprentissages scolaires

Laurent Cosnefroy


Developmental Review | 2014

Young children's transfer of strategies: Utilization deficiencies, executive function, and metacognition

Jérôme Clerc; Patricia H. Miller; Laurent Cosnefroy


Revue Francaise De Psychanalyse | 2010

Se mettre au travail et y rester : les tourments de l’autorégulation

Laurent Cosnefroy


Psycho Sup | 2009

Motivation et apprentissages scolaires

Fabien Fenouillet; Laurent Cosnefroy


L’Orientation scolaire et professionnelle | 2007

Le sentiment de compétence, un déterminant essentiel de l’intérêt pour les disciplines scolaires

Laurent Cosnefroy


International Journal of Self-Directed Learning | 2013

Self-regulated and Self-directed Learning : Why Don't Some Neighbors Communicate ?

Laurent Cosnefroy; Philippe Carré


Psycho Sup | 2009

Les théories reposant sur le concept de but

Laurent Cosnefroy

Collaboration


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Annie Jézégou

École des mines de Nantes

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Julien Douady

Joseph Fourier University

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Christian Hoffmann

Centre national de la recherche scientifique

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Patricia H. Miller

San Francisco State University

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