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Modern management education promotes active learning and peer interaction through group work, touting it as a critical aspect of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is imperative to comprehend how collaboration can be fostered in such Online Learning Environments (OLEs). Synthesizing theories on individual cognition and collective interaction, we advance separate research models for pre- and post-intention that differentiate between the antecedents affecting one’s intention to collaborate in OLEs and the consequences arising from the manifestation of such collaborative intention. Hypothesized relationships were subsequently validated with survey data collected from a MOOC course. Analytical results reveal that participants’ attitude and intention toward collaboration at the outset of the course are predicted by collaborative outcome expectancy and communal …