This work analyses the perceptions of future teachers at both primary education and secondary/university level, in relation to the use of virtual collaborative learning platforms. The collaborative working method was different at each level, in line with students' course requirements, skills, access to technology and the time available. An attitudes-based evaluation instrument was developed to assess student perceptions of the collaborative learning tool Synergeia, after which statistical methods, especially factor analysis, were used to identify and elaborate on latent underlying structures. A number of hypotheses were then developed to explain the differences in perception between the two groups. Student perceptions appear to fall into categories that can be designated as either epistemological or methodological relativism, and demonstrated the need for a certain degree of caution towards the use of virtual learning. The implications of this research included the need for continuous training in the ICT area for future educators.