This paper presents a set of guidelines for the design of computer-supported distance multimedia that enables collaborative distance learning. The first section provides an overview of distance learning and discusses teacher and student roles in a collaborative distance learning environment. Conditions for effective collaborative learning are listed in the second section, including: student interdependence and personal responsibility; instructors who are engaged in a facilitating, reflecting, and coaching role; strategies that maximize student interaction and organize formal and informal testing to ascertain students' progress; identification of effective cooperative processes and student interaction in a collaborative learning environment; accessibility to the distance learning system and materials, and stimulation of student interest; planning; and effective use of technology. The third section presents the following principles for designing and developing computer-mediated collaborative open and distance learning (ODL) courseware: careful organization; including questions for discussion or response; connecting course materials to current events or to students' experiences; deciding how to display items; avoiding hyperinteractivity and cognitive overload; balancing the need for multimedia effects; including online and off-line collaborative interactions and peer-group assessment; providing opportunities for self-assessment; clearly defining instructional and learning objectives; and including one or more "seminar" type segments. (Contains 35 references.) (DLS)