Abstract:

Context:
Because they know that student’s behavior has changed (especially since Generation Y), teachers regularly question the effectiveness of traditional methods, based on reading documents of a long format and producing written reports. For some, this format no longer corresponds to the daily practice of learners. This is even more important when we know that in many firms these students will have to deal with short formats and diversification of media when communicating.
Furthermore, thanks to the contributions of the flipped teaching method, we know (Addams, Fan, Morgan, 2013) that today, a significant portion of content has not to be delivered in the classroom but has to be available on platforms that students consult autonomously, especially to discover basic concepts. However, studies (Mc Goven, Baruca, 2013) show that this individual activity is rarely brought to completion if the material is not suitable. That is why, in such a context many teachers prefer to use their own video, to be more customized to their audience.

Aim:
The purpose of this presentation is to illustrate the different roles that can play video clips in the context of a flipped teaching process. Indeed, depending of the moment - before, during or after the course – when these videos will be used, student expectations and their ways of working with this kind of material are not the same. Our goal is to define the main uses that one must have in mind when designing a pedagogical video in such a context. Indeed, regardless of the content, the role played by a video must questioned (Fee-Sung, Budde, 2014). The teacher should precisely have the following question: "How this video will be really useful for my students in the context of the experience they are going to live during my course?”

Method:
The experiment was conducted during a course dedicated to “Sustainable marketing” in a Master Program. Eighty-two students participated in the course. The flipped pedagogy process used many resources available on the LEARN platform (Blackboard). Several videos were at the disposal of the students. Some were viewed and commented during the class, others had to be viewed before, and others where optional.

Findings:
It appears that five key roles for the videos have emerged. The first one aims to immerse students in the context of the course. The second role is more technical and aims to explain a process or an approach. A third objective is to provoke and provide a basis for possible class discussions on controversial topics in order to develop critical thinking attitudes. The fourth one engages students in a production process following the previous models by creating and sharing their own production. Finally the fifth category aims to help students memorizing the key concepts of the course as sorts of takeaways.

Conclusion:
The survey conducted on 82 students showed a real interest for the use of videos. However, a test would be necessary to check the long-term memory of this type of support. Some students have also expressed some difficulty in understanding that the professor is no longer “teaching live” but devotes face to face class to other activities such as debates, case studies, simulation, role plays…

Keywords:

Video, flipped teaching.