چکیده (انگلیسی):

Designing collaborative learning environments is dependent upon the descriptive knowledge base on learning and instruction. Firstly, the evolution in conceptions of design towards collaborative learning is described, starting from designing as an intuitive behaviour. Secondly, collaborative learning is described from different angles, like individuals-in-context, learner communities, including motivational factors and distributed cognition. It is evidenced that the adequate use of collaborative learning settings may contribute to the learning quality. Thirdly, the implications of collaborative theories on instructional design are outlined, centred around: student, knowledge, assessment and community. The interplay between these perspectives is challenged in new models of (co) design. In the conclusion, an interactive approach of designing environments is advocated.