Abstract:

This study examines the impact of live learning sessions on 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. These sessions allow students to ask questions in real time and receive immediate feedback, enhancing their understanding and reinforcing key skills needed for academic success. Given the critical role of these courses in first-year student success, understanding the role of synchronous learning in improving student learning outcomes is crucial.

Using a quantitative approach, this study analyzes the statistical relationship between participation in live sessions and key learning outcomes, such as pass rates, drop rates, and next-course progression. While previous reports have highlighted the effectiveness of live learning on various metrics, a significant knowledge gap remains in evaluating its direct impact on specific course outcomes. This research seeks to fill that gap by providing empirical evidence on how live learning influences student performance and retention in foundational courses. The findings will offer valuable insights into whether integrating synchronous sessions into course design can enhance academic performance and contribute to higher retention rates.

By identifying the effectiveness of live learning, this study aims to inform instructional strategies that support student success in online education. The insights gained will assist in making evidence-based decisions regarding the scalability and fidelity of live learning, particularly in the context of general education courses. Ultimately, this research will guide efforts to expand live learning beyond general education and optimize its impact on overall student achievement and retention.

Keywords:

Synchronous learning, Academic performance, Online education, General education courses, student learning outcomes.