Introduction. The Integrated Online Team-Based Learning (IO-TBL) model of course design utilizes asynchronous and synchronous modes of engagement to foster collaborative learning online. As the demand for online education grows, educators need to provide students with interactive and impactful learning experiences.  IO-TBL brings the benefits of face-to-face TBL to online settings to maximize real-time engagement with the flexibility afforded to typical online courses.  Methods. IO-TBL was implemented in an online, upper-level teacher education course. The courses included 28 students across three sections and two semesters. Student responses to IO-TBL were collected through structured Small Group Instructional Feedback (SGIF) sessions conducted at mid- and end-of-semester. SGIFs are focus group evaluations to gather information around students’ learning experiences. Students were specifically asked (1) what in the course is going well and (2) what specific suggestions do you have for improvement. SGIF results were examined using qualitative concept mapping (Balan, Balan-Vnuk, Metcalfe, & Lindsay, 2016) to analyze similarities in responses and produce concept maps of related clusters. Results. Data analysis of what students identified as going well in the course revealed seven clusters of similarities: observations, RATs, course setup (TBL), synchronous online, learning, teamwork, and instructor. Student responses when asked to provide suggestions yield nine clusters of similarities: online tools, RATs, observations, logistics of observations, peer evaluation, workload, team composition, time commitment, and more lecture. Conclusion. Student SGIF responses indicated that the IO-TBL model fostered significant and meaningful interactions among students and enhanced social presence in the course. Overall, synchronous meetings were viewed by students as part of a more effective online course design when compared to their experiences in other typical online courses. Student suggestions were used to refine the IO-TBL model and improve the overall quality of the course in subsequent semesters.