Abstract
Knowledge acquisition and participation are the two prominent metaphors that guide our thinking about learning and relevant instruction. The first of them represents an individual and the latter a social basis of learning. Problem-based learning, case-based teaching, learning by design and cognitive apprenticeship powerfully emphasise anticipation and participation as main goals and perspectives into learning. Those perspectives seem to be typical of all the approaches that can be related with the family of collaborative teaching models. However, the increasing popularity of the collaborative aspect in university education challenges us to develop new approaches into instructional design. In the article the four mentioned, emerging collaborative teaching models are studied and discussed from the perspective of instructional design. The challenges of integration of new technologies in learning are also shortly presented.
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