[en] One of the most important aspects of cooperative group work is the type of interactions that take place within the group, either among students or between students and the teachers responsible for the group dynamic. If the quality of these interactions is the key element in face-to-face teaching, then it is even more so when tasks are performed out online. This research aims to analyse empirically the phases of cooperative work, its timeline development and the structural factors of the interactions in the learning processes that occur in the performance of cooperative work and in activities within distance learning contexts via digital platforms. To meet this objective, the teachers responsible organized the students into eight secondary groups from the nine universities in the region of Andalusia enrolled in academic year 2008/09, within the framework of the ?Intervening in risky behaviour? elective course offered on the Campus Andaluz Virtual. The methodology used was the analysis of activity registers in discussion forums. This article describes how the investigation developed, the tools and resources used, the methodological strategies, and the main results and conclusions. The latter highlight the importance of the teacher-tutor?s actions as the dynamic element in online cooperative work, the fact that the frequency of interactions within the group is a winning factor in the success of learning communities, and the confirmation of the potential of the Net and virtual teaching for the performance of collaborative tasks in which processes of shared reflection are developed.

[fr] L?analyse du travail coop?ratif nous montre l?importance des interactions qui s??tablissent entre les groupes, que ce soit entre d?butants, ou entre d?butants et enseignants, et les dynamisent. Si la qualit? de ces interactions est essentielle quand on parle d?apprentissage traditionnel, elle est d?autant plus importante si l?on parle d?apprentissage en ligne. Cette recherche avait pour objectif l?analyse empirique des phases du travail coop?ratif, son d?veloppement temporal et l?observation des facteurs structuraux de ces interactions dans les processus d?apprentissage, pendant la r?alisation des activit?s coop?ratives en ligne, ? travers des plateformes digitales. en r?alit? ? partir de la plateforme Campus Andaluz Virtual et dans le cadre d?une mati?re ? choix appel?e ?Intervention dans conduites ? risque?, les enseignants ont organis? huit groupes compos?s d??tudiants appartenant aux neuf universit?s andalouses, durant l?ann?e acad?mique 2008/2009. La m?thode utilis?e a ?t? l?analyse des enregistrements de participations aux forums de d?bat. Cet article d?crit le d?veloppement de la recherche, les outils et ressources utilis?s, les strat?gies m?thodologiques et les principaux r?sultats, ainsi que les conclusions. entre celles ci, il faut remarquer l?importance du dynamisme du professeur lors du travail coop?ratif en ligne. Il faut souligner aussi le fait que la fr?quence des interactions en groupe est un ?l?ment positif pour les communaut?s d?apprentissage. Le potentiel de l?enseignement en ligne pour la r?alisation d?activit?s en collaboration, durant lesquelles on d?veloppe des processus de r?flexion a ?t? v?rifi?.