In a previous study published in RUSC. Universities and Knowledge Society Journal, we observed that blogs in Spanish aimed at textual comprehension and production still lacked the instruments and materials to foster the cognitive processes necessary for collaborative creation of new knowledge. Given that context, this article studies a specific case of using a class blog in an Argentinean university, in which didactic strategies to encourage group writing activities have been put into practice. This case study will provide an important empirical basis for reflection on collaborative learning in blog writing activities.