Collaborative learning refers not just to exchanging information but also working together to solve a common problem. It is an activity that promotes students’ cognitive engagement and allows them to develop social relationships, digital skills and improve their communication skills. The concept of collaboration in online academic learning has been addressed in studies for decades; yet, several issues and difficulties in implementing the derived theoretical assumptions in educational practice still occur. The authors objective is to present current research trends in collaborative online learning and resultant conclusions, including implications and solutions for further practice. A critical discourse analysis will be conducted that will focus on seeking answers to the following questions: (a) What issues dominate the research on collaboration in online education? (b) What research assumptions dominate the research on this topic? (c) What conclusions can be articulated from the content of the empirical reports analysed? (d) What solutions (e.g., didactic, technological, and communicative) are recommended to support academics? The need to integrate multiple methodological approaches, promote effective teaching solutions and create a network of professionals who implement collaborative online learning in an international context is identified.