The aim of this contribution is to describe the theoretical bases and possible applications of learning paths in the distance made feasible thanks to new technologies, in order to give a critical evaluation of a specific cooperative translation program realized on an elearning platform. We suggest a web-based translation path, as experiences of cowriting do (Trentin 2008), through a collaborative strategy which takes place in a (partially) virtual learning community. This learning path on the Moodle platform of the E-studium project of the Università degli Studi di Perugia has been tested during a German language translation course. On-line (e-activity) cooperative activities are intended as follows. In the first place, a 3 or 4 student group is supposed to carry out a complete translation: beginning from an individual, strictly personal, attempt of translation regarding different parts of the text, the group as a whole will carry out a final version thanks to a mutually reasoned revision of the single efforts. Secondly, a cooperative gathering of auxiliary material is encouraged, whereas, in the third place, a cooperative construction of a highly specific glossary of terms, which has been highlighted and identified during the whole activity, will take place. The Moodle platform allows a complete monitoring of all activities carried out during the process. A detailed analysis and interpretation of the monitoring on one hand and a survey submitted to the students at the end of the learning activity on the other, represent the first step towards a critical evaluation of the formative activity which has been realized.