In this article, we will analyze learners’ opinions regarding their use of a follow-up tool for collaborative learning. After outlining the problems and the training context, we will specify the research methodology used to collect and analyze learners’ opinions with respect to this tool. Our study shows that the students consider the follow-up tool relevant inasmuch as it informs them of their progress in various tasks and provides an overview of their activities. They see it as less effective when it comes to facilitating progress, showing partner commitment and monitoring teamwork. Of particular interest is the link between perceived and real use, which shows that the more the students used the tool, the more they later saw it as able to facilitate group progress and regulate collaborative activities.
Depover, C., De Lièvre, B., & Temperman, G. (2007). D’un outil d’awareness à un outil d’encadrement de l’apprentissage. Que nous disent les apprenants du tableau de bord?. International Journal of Technologies in Higher Education, 4(1), 38-46. https://doi.org/10.18162/ritpu.2007.129