The focus of this paper is on knowledge-building in a technology-supported learning environment in higher education through a longitudinal study of a graduate course from 2003 to 2007. The primary question is: how do learning conditions designed into a graduate course contribute to collaborative knowledge building? In particular, two major issues--theory acquisition and the ethics related to technology--are explored. The result indicates that the blended learning approach has proved to be particularly helpful in enhancing students' learning of more abstract ideas such as theory and philosophy. In addition, a holistic design of the course and its assignment has fostered collaborative knowledge building. Two special concerns are identified. First, students' group work needs to be flexible enough in order to promote learning and motivation. Second, appropriate integration of threaded discussion should consider the amount of work involved.