Collaborative question generation and mapping by students was shown to improve students’ active (engaged) and meaningful learning. In implementing these methods into a course that enabled high levels of autonomy (as recommended by Self-determination theory), we found student procrastination to be a persistent problem. Since student contribution tends to wane over the course of a semester, the efficacy of a curriculum reliant on content generation similarly wanes. This experience report describes our efforts in reducing procrastination in a course focused on collaborative question generation and mapping, using an iterative design research methodology, over eight months of two semesters. We initially implemented a voting system, which aimed to encourage students to create high-quality questions by only scoring the instructor’s commendations. While this initial version reduced procrastination during the beginning of the semester, students found ways to take advantage of the autonomy provided by the course curriculum, leading them to resume procrastinating partway into the semester. To address this issue, we adjusted the voting system by scoring student commendations, gradually reducing the scoring weight of instructor commendations over the course of the semester, and by allowing students to present their created content in optional weekly sessions. Analysis showed weekly presentations decreased student procrastination. End-of-semester surveys found that while students enjoyed both semesters, they gave more positive feedback for the second semester, reporting that the possibility of student-led discussions for personally created content, combined with the autonomy to choose both the topic and time to study, helped their learning and time management skills.