Quelle méthodologie de la recherche à l'ère de l’IA ?

Catherine de la Fouchardiere ()
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Catherine de la Fouchardiere: LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - Cnam - Conservatoire National des Arts et Métiers [Cnam]

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Abstract: What research methodology for the AI era? A case study incorporating reflective practice and peer review The rapid adoption of generative artificial intelligence tools in higher education is profoundly transforming students' learning strategies, as well as teaching practices. In the context of supervising Master's research dissertations, these developments raise questions regarding the role of AI in academic output, the development of critical thinking, and the assessment of skills. This paper presents feedback from an experiment conducted with two groups of students: one studying entirely online, the other in person. The aim was to explore how reflective practice and peer assessment could help to strengthen students' engagement and the quality of their research process. The programme is based on several elements: several assignments marking the progress of the dissertation, formative assessments structured using the ChallengeMe platform, and the keeping of a reflective logbook enabling students to document their actions, explain their choices and their use of AI, and demonstrate critical perspective. A comparative analysis of the two groups of students give insights on contributions of AI, peer dynamics and reflexivity, leading to more transparent research outcomes and suggestions for improving support methods.

Keywords: feedback; accompagnement; qualité; engagement; pratique réflexive : journal de bord; évaluation entre pairs; méthodologie de la recherche (search for similar items in EconPapers)
Date: 2026-05-07
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Published in 13e Colloque international en éducation, CRIFPE, May 2026, Montréal (Québec), Canada

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05616979

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