[en] Collaborative learning is characterized for the fact that pupils work together to help itself in the resolution of problems, the exchange of information, the production of knowledge and the improvement of the social interaction. The challenge of the collaborative learning mediated for virtual environments consists of finding ways of organizing the tasks and of forming the resources that his point of view leads the participants to modifying by means of the development of skills and competitions in order to reach commitments and to obtain the shared aims (Crook, 1998; Gros, 2005; Johnson, Johnson and Holubec, 1999; Monereo, 2005). The aim of this article is to present the results of a research that tried to obtain the indicators of collaborative virtual learning processes at the university. We studied the answers to a questionnaire of 56 students of degree of the Open University of Catalonia, organized in 15 groups of collaborative learning. The results obtained state the presence of a few organizational phases in the collaborative learning process and of a few indicators for every phase, which, in addition, they relate significantly to a better academic result of the group. We would emphasize, in this respect, the related indicators of a priority way with the process of formation of the workgroups that is realized during the phase of beginning; the agreements taken inside the group during the phase of planning; the aspects of communication and of attitudes that have to be given during the phase of development; the positive valuation of the results of the collaborative learning during the phase of closing; and, finally, the utilization of a technological resource. We can affirm that the collaborative learning is possible in a social environment and of relation that prioritizes the communication and the exchange, and it is in this context that ICT facilitates some characteristics of learning environment.

[fr] L?apprentissage collaboratif est caract?ris? par le fait que les ?l?ves travaillent conjointement pour aider en r?solution de probl?mes, l??change d?information, la production de connaissances et les am?liorations de l?interaction sociale. Le d?fi de l?apprentissage collaboratif medi? par des environnements virtuels consiste ? trouver les formes d?organiser les t?ches et de configurer les recours que son point de vue am?ne les participants ? modifier au moyen du d?veloppement d?habilet? et de concurrences afin d?atteindre des engagements et afin d?obtenir les objectifs partag?s (Crook, 1998; Gros, 2005; Johnson, Johnson et Holubec, 1999; Monereo, 2005). L?objectif de cet article est de pr?senter les r?sultats d?une recherche qui a essay? d?obtenir les indicateurs d?analyse des processus d?apprentissage collaboratif virtuel universitaire. Pour cela, on a ?tudi? les r?ponses ? un questionnaire de 56 ?tudiants de degr? de l?Universit? Ouverte de la Catalogne, organis?s dans 15 groupes d?apprentissage collaboratif. Les r?sultats obtenus constatent la pr?sence de quelques phases organisationnelles dans le processus d?apprentissage collaboratif et de quelques indicateurs pour chaque phase que, de plus, on rattache significativement ? un meilleur r?sultat acad?mique du groupe. Nous d?tacherions, dans ce sens, les indicateurs relatifs de mani?re prioritaire avec le processus de formation des groupes de travail qui est r?alis? durant la phase de commencement; les accords pris ? l?int?rieur du groupe durant la phase de planification; les aspects de communication et d?attitudes qui ont ? se rendre durant la phase de d?veloppement; l??valuation positive des r?sultats de l?apprentissage collaboratif durant la phase de fermeture; et, finalement, l?utilisation d?un recours technologique. ? la suite des r?sultats obtenus nous pouvons affirmer que l?apprentissage collaboratif est possible dans un environnement social et de la relation qui priorise la communication et l??change, et c?est dans ce contexte que les TIC facilitent certains des caract?ristiques de cet environnement d?apprentissage.