Purpose: The purpose of this paper is to create a synchronous online learning community through the use of "Blackboard Collaborate!" to promote and enhance transactional engagement outside the classroom. Design/methodology/approach: This paper employs a quantitative and qualitative approach where data were sourced from a third year finance unit across one semester using a survey instrument. SPSS v20 was used to perform basic descriptive analysis. Findings: The study revealed that by providing an online learning community through the use of "Blackboard Collaborate!" significantly enhances transactional engagement beyond the classroom. In particular the use of "Blackboard Collaborate!" allowed the teacher to be more accessible, supportive, expect and support high standards and provide challenging activities that generated rich and meaningful interactions and promoted higher order thinking skills. Research limitations/implications: The positive results emanating from this study may encourage other educators and their institutions to adopt a synchronous online learning community to enhance student's engagement levels and increase the quality of student learning and their university experience. This study was conducted at only one university so it may not be feasible to form generalisations resulting from the findings. Originality/value: This study adds new insights towards the scarce amount of literature on engagement in a blended learning environment. In particular the study adds a student perspective to the student engagement literature and to what constitutes quality in higher education and/or improved student experience.