Computer-supported collaborative learning (CSCL) environments could be innovative teaching resources, providing a social space for students to engage in transformative learning. However, poor design and structure mean CSCL do not readily support skill acquisition. This study examined student engagement and learning experiences using a virtual patient designed in a CSCL. Particular attention was paid to the social interactions taking place in the space intended to enhance the communication skills of healthcare students. The findings suggested that CSCL provides a safe platform for skill acquisition by deliberately designing purposive learning tasks to take place through collective interaction. However, students found the social learning process challenging and were not always able to articulate what they were learning. The study showed that students do not have the tools to engage pedagogically with others in virtual spaces, which have specific implications for design, facilitation and assessment in CSCLs.