Intelligent tutoring systems (ITS) are generally designed to tailor instruction to the individual student, but this does not mean that ITS-guided learning must necessarily be a solitary activity. A variety of recent systems have demonstrated ways in which an adaptive learning environment can incorporate and benefit from the presence of multiple learners. Similarly, students using computer-supported collaborative learning systems have been shown to benefit from the introduction of adaptive support that targets the collaboration. Despite a great potential and some initial successes, e-learning systems do not yet have the impact that many believe is possible. Studies have consistently highlighted the important relationship between engagements and learning, with students who are highly motivated being more likely to engage in the learning process. In this paper, we seek to explore ways in which the combination of collaborative and intelligent aspects of a system can benefit the adult learner by creating a more productive learning environment. Educational systems today aim at building an innovative adaptive environment for e-learning combining personalization, collaboration and simulation aspects within an affective/emotional based approach able to contribute to the overcoming of the quoted limitations of current e-learning systems and content. Researchers face many challenges when working with collaborative intelligent learning systems. We hope to give a new set of ideas surrounding techniques to consider when developing adaptive support for collaborative learning and an to discuss lessons learned about the practical difficulties involved in implementing intelligent support for collaborative learning and evaluating it in a rigorous manner.