The use of collaborative online learning models is expected to develop teamwork and student participation, which is a part of 'non-cognitive skills' that are needed for self-development. The quasi-experimental research on the collaborative online learning model aimed to analyze its effect on students' learning processes and students' outcomes; and to analyze student experiences in implementing such a model. The study sample was a group of 85 students from an Open University who participated in the online tutorial and consisted of 14 teams. The data on students' learning processes and students' outcomes was taken from the online course on Analytic Learning and from their responses to an online questionnaire, and the results obtained were analyzed. In terms of students' performance, the correlation between the number of posts and student scores on the online tutorial indicated a positive correlation (r = 0.506, p-value 0.01), and the correlation between the number of posts with the final score also indicated a positive correlation (r = 0.348, p-value 0.01). The results showed a significant difference in the number of posts in the online tutorial in terms of the region of origin/student's domicile (p-value = 0.005). There were ten aspects of collaboration measured through online questionnaires in the study. The results of the measurements on the 10 aspects showed that the average rating of respondents was above 4.0 (strongly agree to strongly disagree) for 9 aspects, and for one, it was 3.90.