Although online business degrees and student enrollments have increased, course quality and outcomes remain a challenge. We designed a collaborative learning activity at a large public university involving student-produced materials in an online managerial economics class. The activity included two parts: student production of a problem-solving video and rating of peer work. Students were randomly-sorted across identical class sections with and without the new activity. The findings based on final exam scores show that peer learning provides a positive impact on overall learning, and the activity also improves knowledge with respect to the topic of the video made.