This study aims at the development of design guidelines that aid the educational designer in creating learning environments for collaborative learning at distance. Using a multiple case study design in which learners' experiences with distance learning environments are gathered, a theoretical model was constructed. This model was used to draft a set of design guidelines following a specified theoretical format. Each guideline consists of a core description, a consideration khowing the limitations of the guideline, and an overview of possible interventions that a designer can use to improve collaborative learning at distance. The set of guidelines is qualified as main yield of this study, whereas also experts qualified this set as useful and valuable.