M. Baker and K. Lund, Promoting reflective interactions in a CSCL environment, Journal of Computer Assisted Learning, vol.13, issue.3, pp.175-193, 1997.
DOI : 10.1046/j.1365-2729.1997.00019.x

S. A. Barab and T. M. Duffy, From practice fields to communities of practice, Theoretical foundations of learning environments, pp.25-55, 2000.

E. G. Cohen and R. A. Lotan, Producing Equal-Status Interaction in the Heterogeneous Classroom, American Educational Research Journal, vol.32, issue.1, pp.99-120, 1995.
DOI : 10.3102/00028312032001099

E. G. Cohen and R. A. Lotan, Working for equity in heterogeneous classrooms: Sociological theory in practice, 1997.

E. B. Coleman, Learning by explaining: Fostering collaborative progressive discourse in science Dialogue and instruction: Modeling interaction in intelligent tutoring systems, pp.123-135, 1995.

A. Collins, J. S. Brown, and S. E. Newman, Cognitive Apprenticeship, Knowing, learning, and instruction: Essays in honor of Robert Glaser, pp.453-494, 1989.
DOI : 10.5840/thinking19888129

N. J. Cooke, E. Salas, J. A. Cannon-bowers, and R. Stout, Measuring Team Knowledge, Human Factors: The Journal of the Human Factors and Ergonomics Society, vol.42, issue.1, pp.151-173, 2000.
DOI : 10.1518/001872000779656561

URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.87.3204

C. Dalbert, Ungewißheitstoleranz und der Umgang mit Ungerechtigkeit, Über den Umgang mit Ungerechtigkeit (S, pp.189-230, 1996.

D. F. Dansereau, Cooperative learning strategies Learning and study strategies: Issues in assessment, instruction, and evaluation, pp.103-120, 1988.

F. Dochy, M. Segers, P. Van-den-bossche, and D. Gijbels, Effects of problem-based learning: a meta-analysis, Learning and Instruction, vol.13, issue.5
DOI : 10.1016/S0959-4752(02)00025-7

F. Fischer, J. Bruhn, C. Gräsel, and H. Mandl, Fostering collaborative knowledge construction with visualization tools, Learning and Instruction, vol.12, issue.2, pp.213-232, 2002.
DOI : 10.1016/S0959-4752(01)00005-6

URL : https://hal.archives-ouvertes.fr/hal-00190645

F. Fischer and H. Mandl, Facilitating the construction of shared knowledge with graphical representation tools in face-to-face and computermediated scenarios, Proceedings of euro-CSCL 2001, pp.230-236, 2001.

X. Ge and S. M. Land, The effects of question prompts and peer interactions in scaffolding students' problem-solving processes on an illstructured task, Paper presented at the Annual Meeting of the American Educational Research Association, 2002.

F. W. Hesse, B. Garsoffky, and A. Hron, Interfacedesign für computerunterstütztes kooperatives Lernen, Informationen und Lernen mit Multimedia (2. Auflage, pp.253-267, 1997.

A. King, Discourse patterns for mediating peer learning, Cognitive perspectives on peer learning, pp.87-115, 1999.

K. S. King, Designing 21 st -century educational networlds: Structuring electronic social spaces Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse, pp.365-383, 1998.

D. Kuhn, V. Shaw, and M. Felton, Effects of Dyadic Interaction on Argumentive Reasoning, Cognition and Instruction, vol.5, issue.3, pp.287-315, 1997.
DOI : 10.1037//0022-3514.60.2.181

M. Linn and N. C. Burbules, Construction of knowledge and group learning The practice of constructivism in science education, pp.91-119, 1993.

H. Mandl, H. Gruber, and A. Renkl, Communities of practice toward expertise: Social foundation of university instruction Interactive minds. Life-span perspectives on the social foundation of cognition, pp.394-411, 1996.

J. Naumann, T. Richter, and N. Groeben, Inventar zur Computerbildung (INCOBI), 2000.

O. Donnell and A. , Effects of explicit incentives on scripted and unscripted cooperation., Journal of Educational Psychology, vol.88, issue.1, pp.74-86, 1996.
DOI : 10.1037/0022-0663.88.1.74

A. Renkl, Lernen durch Lehren ? Zentrale Wirkmechanismen beim kooperativen Lernen, 1997.

A. Renkl and H. Mandl, Kooperatives Lernen: Die Frage nach dem Notwendigen und dem Ersetzbaren, pp.292-300, 1995.

B. Rosenshine, C. Meister, and S. Chapman, Teaching Students to Generate Questions: A Review of the Intervention Studies, Review of Educational Research, vol.66, issue.2, pp.181-221, 1996.
DOI : 10.3102/00346543066002181

G. Salomon and T. Globerson, When teams do not function the way they ought to, International Journal of Educational Research, vol.13, issue.1, pp.89-99, 1989.
DOI : 10.1016/0883-0355(89)90018-9

M. Scardamalia and C. Bereiter, Computer support for knowledgebuilding communities CSCL: Theory and practice of an emerging paradigm, pp.249-268, 1996.

J. Short, E. Williams, and B. Christie, The social psychology of telecommunications, 1976.

N. M. Webb, Peer interaction and learning in small groups, International Journal of Educational Research, vol.13, issue.1, pp.21-39, 1989.
DOI : 10.1016/0883-0355(89)90014-1

A. Weinberger and H. Mandl, Wandel des Lernens durch Neue Medien ? das virtuelle Seminar "Empirische Erhebungs-und Auswertungsverfahren, 2001.

B. Weiner, An attributional theory of achievement motivation and emotion., Psychological Review, vol.92, issue.4, pp.548-573, 1985.
DOI : 10.1037/0033-295X.92.4.548