Participation in collaborative learning groups can not only enhance learning but also help develop skills to effectively work in teams. At the same time, unethical behavior, such as cheating, remains a serious problem. Consequently instructors often avoid using collaborative learning activities because of difficulty in ensuring individual accountability, the presence of free riders (students who do little or nothing while their teammates do the work for them), and the complexity involved in creating collaborative learning groups that can successfully work together to increase learning. This study examined cheating, individual accountability, and free riding when using collaborative learning techniques in an online environment. Starting with the hypothesis that collaborative learning techniques can be identified and employed to minimize unethical behavior and enhance ethical behavior, the research examined techniques for online collaborative learning strategies that were already being used in online courses. Using a case study design and morphological evaluation analysis, where four specific strategies were used to test 12 different techniques, four online sections consisting of 52 students and three instructors participated. Five techniques verifying the hypothesis were identified: using peer evaluations, using easy assignments, the frequent changing of group membership, using only the Group Discussion Board when employing the Group Investigation strategy, and student self-selection of group membership. Instructors can use these techniques to create collaborative learning group assignments which promote ethical behavior and reduce opportunities for unethical behavior. As a starting point, included is a summary of best practices for choosing techniques for different strategies under various circumstances.