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According to socio-constructivism approach, collective situations arepromoted to favor learning in classroom, at a distance or in a blendededucational context. So, many Information and Communication Technologies (ICT)are provided to teachers but there are no clear studies about the way they areused and perceived. Our research is based on the hypothesis that practices ofeducational actors (instructional designers and tutors) are far away fromtheoretical results of research in education technologies. In this paper, weconsider a precise kind of situation: Instrumented Collective LearningSituations (ICLS). By a survey on 13 fields in higher education in France,Switzerland and Canada, we present how ICLS are designed and how teachers usedthem. Conclusions give an indication on the gap between the way informationtechnologies are prescribed and the way they are actually used and perceived byteachers.

Instrumented Collective Learning Situations (ICLS): the Gap between Theoretical Research and Observed Practices