Rethinking Online Learning Design

This study investigated the impact of synchronous live learning sessions on student achievement of course learning outcomes (CLOs) in two foundational online general education courses, ENG121 (English Composition I) and ENG225 (Introduction to Film), at a fully online university. Drawing on a quasi-experimental design and analyzing data from over nineteen thousand students across control (no live learning) and experimental (required live learning) groups, the research examined whether participation in structured, real-time sessions was associated with improved academic performance. Findings indicated statistically significant gains in CLO performance for students in the experimental group across nearly all metrics, with particularly strong results in areas tied to writing development and critical film analysis. Theoretical frameworks, including constructivist and transformative learning, community of inquiry, and cognitive load theory, provided a foundation for interpreting results and understanding the role of live learning in supporting knowledge construction, engagement, and retention. The study offered insight into the conditions under which synchronous sessions can enhance student outcomes in asynchronous online learning environments and suggested directions for future research on instructional design, equity, and long-term student success.