  We describe an exploratory study on the use of markers set during a
synchronous collaborative interaction (reflection-in-action) for later
construction of reflection reports upon the collaboration that occurred
(reflection-on-action). During two sessions, pairs of students used the Visu
videoconferencing tool for synchronous interaction and marker setting
(positive, negative or free) and then individual report building on the
interaction (using markers or not). A quantitative descriptive analysis was
conducted on the markers put in action, on their use to reflect on action and
on the reflection categories of the sentences in these reports. Results show
that the students (1) used the markers equally as a note-taking and reflection
means during the interaction, (2) used mainly positive markers both to reflect
in and on action; (3) paid more attention in identifying what worked in their
interaction (conservative direction) rather than in planning on how to improve
their group work (progressive direction); (4) used mainly their own markers to
reflect on action, with an increase in the use of their partners's markers in
the second reflection reports; (5) reflected mainly on their partner in the
first reflection reports and more on themselves in the second reports to
justify themselves and to express their satisfaction.
