International audience The underlying question: How to foster interaction and enhance social networking between peers in an online learning environment? is explored in this paper. Based on socio-constructivist theories, social peer presence and peer-to-peer learning are considered a means that supports the development of learner competences and engagement in an online learning environment, Parkur. Parkur, put into place by the Franco-German Youth Office (OFAJ), targets linguistic and intercultural preparation for professional and everyday life situations for young adults going abroad for an internship. In response to great learner heterogeneity, the need for flexibility and didactical considerations, the environment combines several pedagogical approaches which impact the opportunities for online interaction: differentiated instruction, guided self-directed learning, task-based learning, virtual exchange or tandem, peer-to-peer learning within a social network. Learner interviews bring to light existing elements that sustain, but also those that prevent learners from engaging in online interaction and establishing an online community of practice – such as former online experience, tools used for networking events and the need for clarifying information regarding modalities and expectations.