While generating multiple-choice questions has been shown to promote deep learning, students often fail to realize this benefit and do not willingly participate in this activity. Additionally, the quality of the student-generated questions may be influenced by both their level of engagement and familiarity with the learning materials. Towards better understanding how students can generate high quality questions, we designed and deployed a multiple-choice question generation activity in seven college-level online chemistry courses. From these courses, we collected data on student interactions and their contribution to the question generation task. A total of 201 students enrolled in the courses and 57 of them elected to generate a multiple-choice question. Our results indicated that students were able to contribute quality questions, with 67% of them being evaluated by experts as acceptable for use. We further identified several student behaviors in the online courses that are correlated to their participation in the task and the quality of their contribution. Our findings can help teachers and students better understand the benefits of student-generated questions and effectively implement future learnersourcing activities. [This paper was published in the proceedings of the annual meeting of Learning @ Scale (L@S'21)," ACM, 2021, pp. 209-220.]