Evaluation of instruction has typically occurred during development, before implementation, and after course completion. The problem is that evaluation is typically post delivery; courses are not traditionally updated in real time with feedback from students in the classroom. However the potential to evaluate and modify instruction during delivery of instruction online suggests a different way to approach course review and modification. This study therefore investigated the extent to which real-time evaluation could influence instructional refinement. A qualitative Delphi research method was used to gather expert judgment from participants to forecast the implementation of real-time evaluation. The responses to the open-ended questions were coded into themes during the first round of questions. Responses were then grouped into options for the participants to rank according to desirability during the final round of questions. The findings were resolved into four discrete themes: dynamic feedback via interactive partnership, optimizing use of technology, responsibility and knowledge, and quality of feedback. Theories of cognitive feedback, situated cognition, and community of practice were seen as foundations to the use of real-time evaluation which also relies on apprenticeship, learning in context, and group knowledge. The practical uses of the findings determined contractual development for student and teacher partnership, instructional refinement, optimization of learning management systems, analytic development, program refinement, and student retention. Future research consists of case studies with real-time evaluation, investigating the themes in terms of known and unknown variables, reactions to each theme, and researching causation between the possible relationship between this studies themes and findings. The significance of this study to the field of instructional design provokes the emergent need for real-time evaluation as supportive of traditional evaluation. Restructuring current design models to include real-time evaluation will benefit designers, instructors, and students by allowing their contribution have an impact on current and future states of instruction. Overall, this study reinforces the need for a negotiated use of real-time feedback within online learning environments. [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.]