This study investigates whether undergraduates were able to take collective responsibility to gradually improve community knowledge. The participants were 30 undergraduates from 24 majors in a key normal university. The analysis of their online Knowledge Forum writing indicated that the undergraduates were aware of peers' contributions, made complementary contributions, and showed distributed engagement, and thus they could take collective cognitive responsibility. The results also showed that students gradually improved community ideas. This study has implications for teachers who aim to design technology-enhanced learning environments to engage students. [For the complete proceedings, see ED601080.]