Author Information
Hazar Shehadeh, University of Arizona, United StatesNathan Pritts, University of Arizona Global Campus, United States
Abstract
This study examines the impact of live learning sessions on online student learning outcomes in ENG121 and ENG225, two foundational courses in the general education sequence. Live learning sessions provide real-time interaction between instructors and students, fostering deeper engagement with course concepts, assignments, and activities. As these courses are critical to first-year student success, it is important to understand the role of synchronous learning in enhancing student learning outcomes. While prior studies suggest that live learning benefits student engagement, there is limited data on its direct effect on course-specific outcomes. Using a quantitative approach, this study analyzes the statistical relationship between participation in live sessions and improved student learning outcomes. Data was collected from two groups. The control group included students who completed ENG121 and ENG225 between July 2022 and July 2023 without participating in live learning sessions while the experimental group included students enrolled in ENG121 and ENG225 from September 2023 to September 2024, where live learning sessions were required. The findings will offer valuable insights into whether integrating synchronous sessions into online course design can enhance academic performance. By assessing the effectiveness of live learning, this study aims to inform instructional practices that promote student achievement in online education. The insights gained will inform data-driven decisions about the role of live learning sessions in online courses, particularly in general education. This research will contribute to a better understanding of live learning initiatives and their potential impact on student academic success.
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