This article explores how to enrich scaffolding processes among university students using specific Computer Supported Collaborative Learning (CSCL) software. A longitudinal case study was designed, in which 18 students participated in a 12-month learning project. During this period the students followed an instructional process, using the CSCL software to support and improve their interaction processes, in particular the processes of giving and receiving assistance. The research analysed the evolution of the quality of the students' interaction processes and their learning results. The effects of the students' participation in the CSCL environment are described in terms of their development of affective, cognitive and metacognitive learning processes. The results showed that the specific activities that students performed while working with the CSCL system triggered specific learning processes, which had a positive incidence on their learning results. (Contains 4 figures.)