Online programs in higher education are rapidly expanding and exerting further influence on both instruction and learning. Among institutions of higher learning, community colleges have the highest number of online students and online degree programs. This has created a new challenge for educators in developing online pedagogy that achieves student satisfaction and persistence. The present study addresses online student learning preferences within the online learning environment at the community college level. In three online courses facilitated by the same instructor, students were surveyed on collaborative group discussions. The survey respondents demonstrated a general preference toward theoretical discussions related to assigned readings, as well as showing a strong preference toward active and substantive faculty engagement within the collaborative group environment. These results suggest an enhanced learner experience, which will likely improve learner satisfaction and student persistence.