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This article proposes an alternative theoretical framework based on Bateson’s theory for analyzing and designing computer-supported collaborative learning environments. It emphasizes the need for more stringent analytical methods to link communicative qualities of virtual environments with collaborative knowledge-building processes. The framework suggests developing new didactic and instructional methods that enhance learners' communicative awareness at a meta-level, to fully exploit the interactive and reflective potential of online collaborative learning. This approach aims to deepen understanding of the reflective nature of online environments, fostering the creation of innovative designs for online collaborative learning.