Romero, EuroCat, Euro Cat Cscl, Workshop, Time management, CSCL, Group Awareness, Barcelona

3. Learners’ experience in Limoges University Virtual Campus Learners’ experience in Limoges University Virtual Campus My team-mates work less than me Communication and coordination difficulties Difficult to deal with the team-mates time zones diversity Limoges Virtual Campus 2005/06 (n=30) 2007/08 (n=49) Difficulty on meeting synchronously Expectations Drop-out factors Global experience CMC Learning experience Time management Novice difficulties Experienced students difficulties Loneliness Loneliness; Cognitive load SRL, loss of social information Overall positive experience Temporal flexibility Lack of temporal awareness cues, temporal patterns diversity, perception of team-mates’ lower commitment, interruptions management Overall satisfaction with the temporal flexibility Lack of time and organization Evolution of the learners’ experience in CSCeL

6. 1. Focus on the students’ collective time management difficulties on CSCeL POL 1. Time specificities of CSCeL POL task: Group responsibility on the Time-on-Task (ToT) Regulation until the delivery deadline. Time flexibility . ToK increased with the approach of the deadline (Beswick et al. 1998; Goldratt, 1997; Lay & Schouwenberger, 1993) . Focus on the students’ collective time management difficulties on CSCeL POL 2. Adult learners’ time: Temporal patterns (Fraisse, 1998 ; Valax, 1986) Time management competence (ToK estimation, allocation and regulation). 3 . Group time: Temporal resources et and constraints, in the collective level . Temporal diversity. Collective time management competence (ToT estimation, allocation and regulation).

7. A1: I spent 25 hours A2 spent 15 hours Students perceive their team-mates ToK as inferior to theirs A2: I spent 4 hours A1 spent 2 hours 2. Group Time Awareness (GTA) GTA: Intersubjective perception of the team-mates temporal patterns  Reliability of the retrospective estimation of the team-mates’ Group awareness (perception of the activity of the team-mates) as an inference (1) of the awareness cues available on the Computer Learning Environment (CLE) (Oulasvirta, 2008) and (2) direct and indirect communication. CLE temporal mirroring properties determined by the quantity, accessibility, duration and relevance of the awareness cues available in the CLE in respect of the collective activity.

11. The –microlevel- analysis of G-TAT use allows us to consider its effect on time zones differences awareness in those students not located in time of the Limoges Virtual Campus (GMT + 1). These students correct/regulate their ToK. G-TAT impact on time zones awareness and prospective ToK regulation -6 -6 +1 -1 +1 G-TAT impact on time zones differences awareness and prospective ToK regulation

12. Discussion Discussion In CSCeL learning times perception, estimation and regulation should be considered at the individual level and group level . Computer mediation in CSCeL has a negative effect on the collective time perception or GTA (temporal pattern perceptions, time zones differences awareness,…) and the collective time estimation and regulation. Despite this negative impact, the GTA increases longitudinally. Current Learning Management Systems (eg Moodle) provides a limited number of temporal awareness cues to the students. The temporal awareness cues in CLE should be increased to allow the student to infer the GTA in a easier and faster way.

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