This article presents research based on highly structured and self-managed discussions in the university context. The main question answered by this study is about the value and effectiveness of these virtual tools for teaching and learning, in terms of the types of knowledge built and the relationship between this knowledge and the academic contents offered. The results highlight the importance of the structural part of the discussions in virtual contexts and the vital role played by teachers at particular times during these discussions. (Contains 4 tables and 1 note.)