The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual level, groupwork management was positively associated with feedback, peer-and learning-oriented reasons, help seeking, and the number of online courses. In addition, older students were found more frequently to manage online groupwork. The findings are discussed in the context of related literature in the field. Our study suggests directions for practice and future research regarding online groupwork management.