Computer supported learning environments can be analysed as socio-technical systems. New aspects of system theory, such as self-reference, autopoiesis, autonomy and contingency can be correlated with concepts of the research on social capital and social identity. This provides a basis to interpret empirical findings in the case of the practical usage of a learning environment and to propose measures of improvement. Ubiquitous self-description and continuous facilitation of communication processes can be considered as important success factors.