Scénariser dans et avec la vidéo pédagogique : Relations entre logiques de conception et logiques d’usage 

Abstract

This study focuses on the logics of video design and use in a university-based flipped classroom environment in pharmaceutical sciences. A comprehensive approach is adopted, combining frameworks from educational technologies and adult education. The videos in the studied learning environment were analyzed from two perspectives: firstly, how they aligned with design principles from the cognitive theory of multimedia learning; and secondly, the underlying logics guiding their design by teachers and their use by students. An ergonomic and clinical psychology of work perspective was mobilized to account for possible conflicts between what was prescribed by teachers and what was realized by students. The results show that, despite only partial alignment with several multimedia design principles, students appreciate the videos, particularly for their continuity with in-person teaching. However, challenges remain, particularly with regard to resource density and the clarity of the pedagogical scenario. The study suggests that constructive or destructive interferences may exist between the design and use logics, potentially influencing the effectiveness of the flipped classroom setup. It emphasizes the importance of techno-pedagogical support for teachers, and suggests avenues for future research.

Keywords

• hybrid learning
• Instructional Videos
• Flipped Classroom
• Design by Teachers
• Use by Students