Jonathan Kaplan- Ph.D.
- Professor (Associate) at Lumière University Lyon 2
Jonathan Kaplan
- Ph.D.
- Professor (Associate) at Lumière University Lyon 2
About
48
Publications
14,832
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Introduction
My research focusses on self-regulation strategies used by learners, individually and collectively. Studies I conduct are in the field of Self-Regulated Learning (SRL). They explore cognitive and metacognitive SRL strategies in various environments. SRL strategies go hand in hand with learners' motivations which are linked to volition and emotions. Exploring these dimensions is an attempt to apprehend agency, understood as the mark of voluntary and autonomous action.
Current institution
Additional affiliations
December 2014 - present
Position
- Learning needs of migrant caregivers in 4 EU countries
Position
- Le Réseau réciproque d’échange des savoirs à La Poste - un pas vers l’organisation apprenante
Education
December 2006 - December 2009
Publications
Publications (48)
Discussion of learner autonomy has often been led by educationalists and policy makers. How do learners interpret the notion? This question, as well as addressing how students’ understandings compared to those of their instructors’ were the questions that the research sought to answer. The research undertook to explore the notion of the autonomous...
An assessment was carried out of the effects of an online Learning Management System (LMS) switchover in a French university. For this assessment, the research involved three comparisons between the academic years before and after the switchover from Blackboard Learn™to Moodle™. The comparisons were of 1. students’ perceptions of use of regulation...
Cette recherche vise l’articulation entre les stratégies d’autorégulation et la perception des potentialités de l’environnement des étudiants (affordance) dans un environnement de e-formation. En effet, si les étudiants redéfinissent l’objectif fixé par l’enseignant et réalisent l’activité demandée en mobilisant certains instruments mis à dispositi...
Cette recherche vise l'articulation entre les stratégies d'autorégulation et la perception des potentialités de l'environnement des étudiants (affordance) dans un environnement de e-formation. En effet, si les étudiants redéfinissent l'objectif fixé par l'enseignant et réalisent l'activité demandée en mobilisant certains instruments mis à dispositi...
Cet article présente le lien entre les stratégies de régulation de l’apprentissage et la stratégie d’autoévaluation individuelle des apprenants à partir de quatre recueils réalisés auprès des étudiants sur un campus numérique, durant trois années universitaires, entre 2014 et 2017. La recherche a été menée dans le cadre d’un programme explorant les...
This paper describes the process and results of a study that put to test a model of self-evaluation of the learning processes which had emerged from a previous study. As in the previous study, this study examined self- and co-regulation strategies, in particular learners’ assessment strategies that learners perceived to have used during a universit...
This paper describes the results of a study that compared self- and co-regulation perceived strategy use of Master’s in Education students learning in two distinct learning environments. One cohort of students was studying predominantly face-to-face on-campus while the other studied predominantly on-line. Comparing the two cohorts enabled to contra...
This paper describes the process and results of a study that put to test a model of self-evaluation of the learning processes which had emerged from a previous study. As in the previous study, this study examined self-and co-regulation strategies, in particular learners' assessment strategies that learners perceived to have used during a university...
Le programme de recherche s'intéresse au rapport entre les conditions environnementales et les stratégies d'autorégulation déployées par les étudiants. Plus spécifiquement, cette recherche a exploré les affordances socioculturelles des environnements de e-formation (Simonian et Audran, 2012; Simonian et al., 2016) et leurs liens avec l'autorégulati...
Introduction: This paper presents two studies that aimed at validating the Individual and Collective Regulation of Learning Scale - ERICA. Objective: The scale was developed to measure learner perceptions of macro-level co-regulation strategies in conjunction with self-regulation strategies learners use. Method: Studies in two separate educational...
Adult learners studying cooperatively are thought to have an innate predisposition to help each other in the process of learning, but cooperation among learners online who do not necessary know each other may not occur spontaneously. It has often been suggested that learning online requires being autonomous and able to effectively regulate one’s le...
The intention of the following chapter is to shed light on primary factors that play a role in defining what we coin as an optimal learning environment, an environment that buttresses an experience of flow for learners. The chapter begins by an overview of flow related research reframed for the purpose of measuring the ex-perience of flow in learni...
In some European regions, elder care in homes and in residential care units is carried out mainly by migrant paid caregivers, for the most part migrants within Europe. This research sought to inquire into the learning needs of these professional migrant caregivers as they perceive them, as a step towards addressing contextual strains on elder healt...
The intention of the following chapter is to shed light on primary factors that play a role in defining what we coin as an optimal learning environment, an environment that buttresses an experience of flow for learners (see Chap. 10 by Andersen in this volume). The chapter begins with an overview of flow related research reframed for the purpose of...
Borrowing from Cooperative Learning (CL) elements as well as from principles used in Study Circles (SC) to define Adult Cooperative Learning (ACL), this paper proceeds to examine the applicability of principles to learning with social media. Following the appraisal of the principles in the context of learning with social media, conclusions are draw...
This research explores user persistence in a massive open online course (MOOC) that was set up as an experiment before the French Ministry of Higher Education and Research launched in October 2013 the French Digital University initiative–a French platform for MOOCs. Persistence was looked into from the perspective of emotions. Digital trail data, d...
This paper discusses the importance of strategy use in regulating cognitive processes, with a particular interest in co-regulation of the learning by peers in technology enhanced learning environments. Research on self-regulated learning has focused on cognitive, motivational and emotional regulation in relation to academic achievement. Co-regulati...
De récentes études en psychologie cognitive et en neuropsychologie tendent à montrer un impact des fonctions exécutives sur les apprentissages scolaires (eg. Borella et al., 2010). Ces fonctions semblent constituer un indicateur ou un pré-requis de l’autorégulation (ie. la capacité à planifier et à mettre en place des stratégies permettant l’attein...
The aim of this research was to study the effect of flexibility on e–learning use within the framework of the technology acceptance model (TAM). Concern with flexibility arises from university programmes increasingly blending distance education and on–site learning, made possible by internet–age computer technologies. The use of these technologies...
The term autoformation (literally, self-learning) first appeared in French literature on education in the early 1970's, within the wake of the lifelong education movement. Globally, the notion of autoformation may be viewed according to five complementary perspectives: radical (autodidactism), sociocognitive, educational, organizational, and biogra...
The concept of self-directed learning holds strong potential to shed light on self-training for professional carrier development. On one hand it gives theoretical backing to the equivocal notion of self-training; on the other, it enables the interpretation of strategies adults use to self- direct their learning. The latter applies specifically to l...
Study circles have gained momentum outside of the nordic countries since the mid-1980's. Research conducted in France into self-direction in study circles revealed the extent to which self-direction is linked to collective processes of regulation of the learning. This paper outlines the collective facets when directing one's learning and suggests l...
This book is the published version of my doctoral thesis. The research was the first ever recorded scientific research on Study Circles in French. It was also unique in that that it explored the learning processes taking place in Study Circles. The theoretical framework from which the research stemed is Self-Direction in Learning. More specifically...
This thesis aimed to shed light on self-direction in learning within its collective dimension. Study Circles have been used for over one hundred years, mainly in Sweden. Studies on this model in French were lacking. One goal for this research was to fill in on this deficiency. We had initiated 11 Study Circles in France, in naturalistic settings, o...
This thesis aims to shed light on self-direction in learning within its collective dimension. Study Circles have been used for over one hundred years, mainly in Sweden. Studies on this model in French are lacking. One goal for this research is to fill in on this deficiency. We have initiated 11 Study Circles in France, in naturalistic settings, on...
Le concept de motivation est d’une grande richesse et peut s’avérer utile à plus d’un titre pour analyser la notion de serious games telle qu’elle se développe actuellement. C’est dans cette perspective que sont présentés divers modèles qui explicitent la relation entre jeux vidéo et motivation. Ces théories abordent différentes structures qui écla...
This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus), paper-...
This thesis aims to shed light on self-direction in learning within its collective dimension. Study Circles have been used for over one hundred years, mainly in Sweden. Studies on this model in French are lacking. One goal for this research is to fill in on this deficiency. We have initiated 11 Study Circles in France, in naturalistic settings, on...
This was a presentation of my doctoral research in progress during a symposium organized by Cerlis, Université Paris Descartes and Cref, Université Paris Ouest. The presentation was published and is viewable at the Université Paris Descartes online library:
http://media2.parisdescartes.fr/?a=MjE3MA%3D%3D
Questions
Question (1)
Hello,
When reporting the result of an F test used to compare variances, one would indicate the value of the F statistic and the p-value of the test. As to reporting the degrees of freedom (df) of the F distribution of the test statistic, what should be provided? The df of the larger group and the smaller (denominator) or the k − 1 and N − k degrees of freedom such as when reporting Levene's test results?
Thank you for sharing your knowledge on how to report the F test for equal variances.
-- Jonathan
