Hybrid learning modalities, where learners can attend a course in-person or remotely, have gained particular significance in post-pandemic educational settings. In introductory programming courses, novices' learning behaviour in the collaborative context of classrooms differs in hybrid mode from that of a traditional setting. Reflections from conducting an introductory programming course in hybrid mode led us to recognise the need for re-designing programming tools to support students' collaborative learning practices. We conducted a participatory design study with nine students, directly engaging them in design to understand their interaction needs in hybrid pedagogical setups to enable effective collaboration during learning. Our findings first highlighted the difficulties that learners face in hybrid modes. The results then revealed learners' preferences for design functionalities to enable collective notions, communication, autonomy, and regulation. Based on our findings, we discuss design principles and implications to inform the future design of collaborative programming environments for hybrid modes.