The purpose of this study was to determine what effects synchronous instruction has on students in an asynchronous online art course. Action research was selected as the research method as it allows the researcher to study his or her own classroom in order to improve their own instruction. Data was collected for a period of one month from five synchronous sessions addressing the art topic of "perspective." Using a mixed-methods approach, data was collected and analyzed from the synchronous sessions, twelve students who chose to participate during the course of the study. Field notes, entries in a reflective journal, and student artifact rubric scores were analyzed to determine effects the synchronous sessions had on the students participating in an asynchronous online art course. Implementing supplemental synchronous lessons into Florida Virtual School's M/J Orientation to Art 2D course and studying the effects they had on students lead to theorization that synchronous learning through live sessions provides an opportunity for increased student engagement. Student engagement promoted two outcomes; increased student performance shown by students who submitted or resubmitted the assignment after the synchronous session and opportunities for students to interact with others. Recommendations and implications for including synchronous sessions in predominately asynchronous courses are discussed, including the need for additional research to determine effects on student achievement. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html ) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]