Two methods for fostering collaborative behavior in dyads are compared: a feedback-mechanism to scaffold collaborative behavior, and the use of distributed learning resources. Based on recent research on what constitutes effective collaboration behavior, we developed a coding scheme to categorize learner-learner interaction as collaboration. In a collaboration environment for learner dyads specifically implemented to test our hypotheses, a human observer identified, in parallel with students' interactions, instances of real collaboration, and gave online feedback. In the same two-factorial design, we varied the resources available to the partners. The influence of these interventions on outcomes related to knowledge acquisition, problem-solving, group climate and collaborative behavior was tested. Overall, collaboration was infrequent. Results suggest there are benefits in providing a feedback approach in fostering collaboration and enhancing problem-solving quality.