Digital, IA et formation des adultes : synthèse de treize ans de recherche internationale
This work analyses thirteen years of international research on digital learning in adult education (2012-2024), highlighting the uses and effects of digital technologies and the emergence of generative artificial intelligence (GAI) on learning. Based on a systematic review and a corpus of 62 interna...
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| Auteurs principaux: | , , , |
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
2025
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This work analyses thirteen years of international research on digital learning in adult education (2012-2024), highlighting the uses and effects of digital technologies and the emergence of generative artificial intelligence (GAI) on learning. Based on a systematic review and a corpus of 62 international publications, it focuses on formal and informal learning, with an emphasis on pedagogical, organisational and technical transformations in this field. The results show that research into training systems remains fragmented, often limited to isolated empirical studies and feedback from experience, with a predominance of micro-level studies. Overall, over the period, technological innovations have inspired andragogy research more than the reverse. Apart from the particular case of the GAI, which is currently in full swing, the theoretical models used are the same as those used in the previous decade, refined or specialised depending on the subject, educational project or technology. In view of the lack of systematic reviews and cumulative logic studies, the authors suggest the creation of an observatory of the relation between technologies and adult education research. |
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