Designing collaborative learning environments is dependent upon the descrip
tive knowledge base on learning and instruction. Firstly. the evolution in
conceptions of design towards collaborative learning is described., startin
g from designing as an intuitive behaviour. Secondly. collaborative learnin
g is described from different angles, like individuals-in-context, learner
communities. including motivational factors and distributed cognition. It i
s evidenced that the adequate use of collaborative learning settings may co
ntribute to the learning quality. Thirdly, the implications of collaborativ
e theories on instructional design are outlined, centred around: student, k
nowledge, assessment and community. The interplay between these perspective
s is challenged in new models of (co) design. In the conclusion, an interac
tive approach of designing environments is advocated. (C) 2001 Elsevier Sci
ence Ltd. All rights reserved.