According to Barkley, Cross, and Major, collaborative learning techniques, or CoLTs, foster active learning by encouraging greater and more substantive contact between students and faculty, and by developing reciprocity and cooperation among students. They further note that "out-of-class meetings have greater effects on achievement than in-class collaboration, but in-class collaborations have more favorable effects on student attitudes than out-of-class meetings" (19). While agreeing in principle with these assertions, this presentation will discuss the ways in which the use of CoLTs in blended courses increase student achievement through activities that take advantage of both online and face-to-face environments. Compared to the passive, individual consumption of course material that is typical of traditional lecture formats, the use of CoLTs in a blended course requires students to invest in and interact with course material through activities that instructors carefully construct in advance and through which they guide students. By engaging in a variety of modes of collaborative learning, students exercise higher cognitive processes and gain a greater ability to synthesize content. Furthermore, the establishment of learning goals and the use of rubrics for assessing whether students have achieved learning goals are essential for achieving higher order learning or critical engagement. This presentation will point to specific examples that use CATS (classroom assessment techniques) and Clickers in collaborative assignments, in addition to those that use discussion forums and document drop boxes to support group projects, in an effort to develop active learning in blended courses.