This study extends the use of expansive framing, a discursive pedagogical practice for supporting generative (i.e., transferable) collaborative learning, to a fully online undergraduate Educational Psychology course. This study examined how students expansively framed their engagement in a social annotation activity across the semester. Quantitative analysis confirmed the extent to which interactions in the annotation activity were expansively framed and found a significant correlation between expansive framing and open-ended exam performance. Qualitative analyses confirmed that expansively framed interactions made numerous connections between disciplinary course knowledge and nascent disciplinary teaching practices. More generally, the study showed that expansive framing can be easily and successfully used to support generative collaborative learning in online courses.