The interactive potential of computer-mediated communication has proved more difficult to realize than expected. This study tries to break away from the normative status of speech underlining computer-mediated communication by asking how social talk is manifested in web-based learning environments. The asynchronous communication of 55 students during a study period of 18 weeks was studied using mediated discourse analysis. Students were training for pre-school teachers in 4-years program. Students’ ability to create a group culture seemed significant for how they developed group autonomy and were able to handle unexpected incidents or a loose framing. Communication was narrative and lengthy in character and trusts and confidences were dropped off as part of a constant construction of group culture. These students did not adopt or develop known means of compensating for the loss of non-verbal clues. There were indications of sharing private concerns and information from other practices in life as a conditional aspect of participation. When having trouble to cope, it was the youngest students who failed.