More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009). In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.

1. FLIPPED CLASSROOM IN HIGHER
EDUCATION WITHIN A
VIDEOCONFERENCING CONTEXT :
A DESIGN-BASED RESEARCH
APPROACH
Florian Meyer, Université de Sherbrooke,
Nathalie Lefebvre, Université de Sherbrooke,
Vincent Barré, Université Bretagne Loire,
Cécile Gandon, Université Bretagne Sud

2. Presentation plan
■ Context of TOPIC project
■ Design based research model
■ Theoretical framework
■ Design of the training
■ Data collection
■ Preliminary results

3. CONTEXT OF TOPIC
PROJECT
Telepresence as an Opportunity for Pedagogical Innovation and
Conception in higher education (TOPIC)

5. « Hocus pocus »
http://www.vosquestionsdeparents.fr/uploads/medias//IMAGES_MILAN/illus-TBI-azam.jpg
■ « (…) the hocus pocus is to renew
tools ever more quickly, assuming
that the skills and competencies
will come by themselves … »
(Albero, 2011, p.15)

6. Videoconference
classroooms

7. Keys needed
■ Videoconference equipment are not
specifically designed and adapted to
answer the needs of teachers and learners.
■ Teachers, teacher trainers and researchers
need keys to understand how learning and
teaching take place in such contexts in
order to…
■ … support the enhancement of the quality
and the efficiency of these pedagogical
situations.
(Lameul et Loisy, 2014)

8. Team project
•Geneviève Lameul
•Nicolas Michinov
•Vincent Barré
•Florian Meyer
•Matthieu Petit
•Denis Bédard
•Sonia Proust
•Tabatha Morin
•Lucas Ricroch
•Elsa Chusseau
•Pasc. Delalande
•Cécile Gandon
•Nathalie Lefebvre
•Éric Chamberland
Teacher
trainers
UdeS
Pedagogical
engineers.
UBL, UBS et
Rennes 1
Researchers
UBL
Researchers
UdeS
Management &
organisation
Serge Allary
Management &
organisation
• Delphine
Pemptroad

9. A DESIGN BASED
RESEARCH MODEL
Linking pedagogical design and research

10. Design based research
Design-Based Research
(Wang et Hannafin, 2005)
Recherche orientée par la
conception (Sanchez et Monod-
Ansaldi, 2015)

11. An iterative process
https://designedforlearning.wordpress.com/2009/07
/04/design-research-cycle/

12. 9 methodological principles
■ Principle One: Support Design
with Research from the Outset
■ Principle Two: Set Practical
Goals for Theory Development
and Develop an Initial Plan
■ Principle Three: Conduct
Research in Representative Real-
World Settings
■ Principle Four: Collaborate
Closely with Participants
■ Principle Five: Implement
Research Methods
Systematically and Purposefully
■ Principle Six: Analyze Data
Immediately, Continuously,
and Retrospectively
■ Principle Seven: Refine
Designs Continually
■ Principle Eight: Document
Contextual Influences with
Design Principles
■ Principle Nine: Validate the
Generalizability of the Design
(Wang et Hannafin, 2005)

13. Implementation
■ From 2015 to 2019
– 3 to 4 Cycles of design research
– An alternation of sub-groups work and collective seminars
■ 5 to 7 trainings
– « Redesigning a course in order to teach in a videoconference
context »
– « Managing interactions when teaching in a videoconference
context »
– « Flipping the classroom in a videoconference context »
– « Creating a dynamic and interactive lecture in a videoconference
context »
– « Assessing and evaluating in a videoconference context »
– …

14. THEORETICAL
FRAMEWORK
Setting the research goals

15. Source : http://tpack.org
Concepts
■ Motivation and involvement (Viau, 2006; Bourgeois, 2009)
■ TPaCK (Mishra & Koehler, 2006)
■ Distant Presence (Jézégou, 2012, Kawachi, 2011)
■ Online communities of learning (Garrison, Anderson & Archer,
2000 ; Shea & Bidjerano, 2010,2012)
■ Cognitive Load (Chanquoy, Tricot & Sweller, 2007)
■ Digital Literacy (Fastrez & De Smedt, 2012)
■ Innovation in higher education (Bédard & Béchard, 2009)

16. Examples of goals and
questions
How to structure a training activity with a goal of community
creation when there will be many sites and few people on each
site?
How do participants interact (offline/online, off-site/on-site,
synchronous /asynchronous). How to support and animate
these interactions ?
What is the ideal configuration of each site to help build a dynamic
and rewarding community of learning? Why ?
How do concerns and questions of the participating teachers
evolve when learning about technopedagogical planning?
What is the digital literacy required for higher education teachers
participating in this type of training?

17. DESIGN OF THE
TRAINING
A flipped classroom training : « mise en abyme »

18. Design

19. DATA COLLECTION
An ongoing process

20. Participants and Datas
Participants
■ 2 teachers in Sherbrooke
■ 5 teachers and 1 teacher
trainer in Nantes
■ 1 participant in Australia
■ 2 trainers in Sherbrooke
■ 1 trainer in Vannes
■ 1 trainer in Nantes
Datas
■ Questionnaire
■ Design of the training
■ Traces of all the trainers
meetings
■ Recordings of the synchronous
meetings with participants
■ Recordings of the
asynchronous exchanges in
Slack
■ Productions and documents
shared by the participants

22. PRELIMINARY
RESULTS
A short sample

23. Results
During synchronous sessions (on site)
■ Free interactions within a site are “live” or “asides” between
participants, without support of the videoconference or chat.
– Team activities are organised within a site
■ Interactions between the sites are more limited and are generally done
at the initiative of the organizers.
■ Some exceptions
– use of Slack for “feedback” or “questions” without cutting the
conversation (modelling of a good practice and its limits),
– use of Slack to answer questions (asked on Slack ... or not) of the
other participants (on peripheral subjects on which the participants
can bring their expertise)
– Use of Slack to adjust tasks and bring complementary information
■ Strong need of a shared space to centralize organized resources and
documents
■ Need of private channels for oral interactions between some
participants or between the trainers.

24. Results
During the asynchronous sessions (at home)
■ only the chat channel (Slack) makes it possible to have a
feedback on the actual work carried out and interactions
between and with participants.
■ The planification suggested the use of Slack to share its
questions and to induce a debate among the participants: this
was not the case, mainly because asynchronous work was
carried out by almost all at the extreme end of the session (the
previous day or Day of the second synchronous session).
– It was anticipated by the organizers and poses the question
of providing a second asynchronous session in the next
iteration of the training (with the purpose to make
participants realize that if one does nothing the activity does
not work, and use the second session to introduce some
tricks for it to work better).
■ Only a teacher with previous flipped class experience actually
interacted with the trainers during the asynchronous week

25. Results
During the entire flipped classroom training
■ Importance of a "reference communication channel"
– Which makes the link between asynchronous periods and
synchronous time
– Which also allows the submission of reference documents
(other than those provided for in the CSR) and the
grouping of the "answers" / "lighting" provided by the
organizers
■ Strong need for all the trainers to be aligned and aware of
the planification and to use the same communication tools.

26. CONCLUSION
To open up the discussion

27. After a first iteration…
■ Each activity (learning event) was design with specific
expectations. Comparing these expectations and the actual
interactions that occur within the collaboration application or
the productions of the participants will be very informing.
Redesign will be organised around this comparison
emphasising this aspect in the next iteration.
■ More data will be collected such as self confrontation (activity
analysis) of the trainers.
■ The multi-site context where the trainers are also spread over
several sites is also very rich. This will need to be observed in
the future.
■ The need a communication channels is very strong and
important. It is even more important for the trainers so that they
can (in private channel) synchronize their thoughts, dynamically
re-plan parts of the session, coordinate and animate
■ …

28. BIBLIOGRAPHY

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30. Thank you for your attention ! 
Florian Meyer : florian.meyer@usherbrooke.ca ; Nathalie Lefebvre, nathalie.lefebvre@usherbrooke.ca
Vincent Barré, vincent.Barre@u-bretagneloire.fr ; Cécile Gandon, cecile.gandon@univ-ubs.fr