Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is unclear how these features contribute to their effectiveness. Research suggests that these features may enhance learning by providing formative feedback. To understand how technology and collaboration support learning by providing formative feedback, we conducted an observational study in a traditional and an active learning version of an undergraduate chemistry course. Results suggest that technology-provided feedback in the active learning intervention enhanced collaboration. We identify specific challenges and opportunities in technology design and active learning interventions for computer-supported collaborative learning research to address.