This paper reports a case study of distributed collaborative learning in online library and information science (LIS) education using the method of quantitative curricular analysis. A total of 148 public course syllabi of Spring 2010 from a major LIS program in the western region of the United States were scrutinized to collect relevant data. The study finds that distributed collabora-tive learning is a prominent component of online LIS education, with discussion forums heavily used and group projects employed to a less degree. Part-time instructors are more likely to make forum posting mandatory, require weekly forum postings, and assign greater grading points to participation in forum discussion. Online forums are typically used for discussing assigned topics, book titles, or cases. More than 79% of group project assignments are about developing a solution, and full-time instructors are more likely to utilize this instructional tactic.