The SERNA Conceptual Standard for Collaborative Learning in Digital Environments: Definitions, Relationships, and Theoretical Integration (SCS-CLD)

**Background:** Collaborative learning in digital environments (CLDE) has become a cornerstone of modern education, especially with the rise of remote and hybrid models. However, the field is characterized by "terminological chaos," where "online group work," "computer-supported collaborative learning (CSCL)," and "virtual collaboration" are used inconsistently. **Problem:** This conceptual fragmentation prevents the development of effective digital scripts and limits the ability to measure "social presence" and "shared regulation" in virtual spaces. Specifically, the "transactional distance" between learners often leads to isolation rather than collaboration. **Objective:** To establish the SERNA Conceptual Standard (SCS-CLD), providing canonical definitions and a testable socio-technical model for digital collaboration. **Approach:** A systematic review of over 380 peer-reviewed articles was conducted, synthesizing evidence from learning sciences, human-computer interaction, and educational technology. **Contributions:** This standard defines 12 canonical terms, establishes the "Digital Interdependence & Regulation (DIR) Model," and proposes 10 falsifiable hypotheses for future research. **Conclusions:** SCS-CLD provides the theoretical infrastructure to transition digital collaboration research from descriptive platform evaluations to predictive modeling of group knowledge construction.