Abstract:

Method:
The flipped teaching is surely one of the most effective methods in management education: it subcontracts the theoretical content on platforms in the form of texts, video or online self-tests to be done at one’s own pace and devotes in class activities to what remains the most interesting and of real added value: discussions, debates, case studies, simulations, role plays, project management and decision making processes.
Moreover, the “70/20/10 rule” shows that an efficient learning path is based 70% on an experience that learners have to conduct, 20% on sharing with their colleagues their knowledge, perception, opinion, emotions and other feedbacks developed during this experience ... and only 10% on formal lectures offered by the professor.

Context and purpose:
The experience presented here took place as part of a course dedicated to "Marketing Management in the context of SMEs” (small and medium size firms) in KEDGE Business School in Bordeaux - France. Forty Master students were involved in this experience. The aim was to help them discover the specificities of marketing management in SMEs through dedicated tools but also to memorize simple messages, sort of “take away”, in order to be able in turn to present their experience to other participants.

Process:
The course content and short videos of the professor were filed on the school's platform. After discovering the concepts at home at their own pace, each participant integrated a group of three students for a group work: analyzing the marketing policy of a SME chosen by the professor and carrying out a business case by responding to specific questions.

Two days before the class they had to submit their document (20 pages) and a one-minute video “homemade”.

Contribution of the PADLET application:
Then two three-hour classes allowed to share these group works. Four main themes were selected by the professor. Each theme lasts one hour during which the following activities took place:
- Introducing the theme thanks to a short video of the professor.
- Questioning each group with three precise questions.
- Designing one very concise slide to answer.
- Using the PADLET application to share the different slides of the group immediately. This app allows broadcasting immediately the individual production on an unique “wall” were all the posts are immediately available and viewable.
- Commenting the posts.
- Taking away a series of short, concise, memorable messages formulated by the professor.

The contributions and limitations of the method:
Contribution: active pedagogy where students are constantly stimulated. Interest: rapidity, usability, memorizing, efficiency and developing a sense of collective learning.
Limitations: the need for well-prepared upstream experience. The necessity of a real involvement of the participants.

Conclusion:
Pedagogically this is a real innovation in three senses:
1. It is real flipped teaching were the theoretical lectures are positioned outside of the class and where students can present without “boring” power point presentations.
2. Students are constantly stimulated and involved during the class.
3. The memorization increases thanks to the fact that the content comes clearly from their experience and their ability to share it.

Keywords:

Flipped teaching, Learning by sharing.