The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom - The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction

Oct 15, 2026

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom study examines how a blended course delivered through a virtual, interactive, real-time, instructor-led environment affects student engagement, performance, and satisfaction. An experimental design uses control and treatment groups with random assignment of up to 90 students in an introductory marketing course. Pre- and post-semester questionnaires measure outcomes and show no statistical performance differences, while engagement differs for student interest. Participation dissatisfaction is low.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Study design and participants

Outcome measures and key findings

Educational implications

Context for blended learning

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 43, No. 3, 2013, pages 78-91 The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction Anthony Francescucci & Mary Foster Ryerson University Abstract Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre-and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more inter CJHE / RCES Volume 43, No. 3, 2013 The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom / A. Francescucci & M. Foster 79 ested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes. Résumé Des recherches antérieures portant sur l’offre de cours mixtes ciblent l’ajout de contenu en ligne asynchrone à un cours préexistant. Alors que certains explorent la communication synchrone, d’aucuns effectuent un contrôle des différences entre les groupes de traitement. Cette étude examine l’impact de l’enseignement d’un cours mixte, sur l’engagement, la performance, et la satisfaction des étudiants, en utilisant une classe Virtuelle, Interactive, en temps réel (Real Time), dirigé par un Instructeur ou une Instructrice (VIRI) . Nous utilisons un modèle expérimental avec un groupe, à la fois, decontrôle et de traitement. Un nombre d’étudiants qui peu atteindre 90, dans une grande université urbaine, sont aléatoirement répartis par le registraire en deux sections d’un cours introductoire de marketing. L’étude mesure l’engagement, la performance, et la satisfaction des étudiants en utilisantun questionnaire pré - et post-semestriel. Il n’existe pas de différences statistiques de performance des étudiants entre le groupe de contrôle etcelui de traitement. Le seul facteur d’engagement des étudiants ayant une différence statistiquement significative entre les groupes est l’intérêt des étudiants à leurs cours. Comparé aux étudiants du groupe de contrôle, ceux et celles du groupe de traitement semble être plus intéressés (+10%) à leurs cours à la fin du semestre. En définitive, moins que 2 étudiants sur 10 éprouvent une insatisfaction à l’égard de leur participation à un cours VIRI. Les cours mixtes gagnent en importance, notamment dans les domaines del’éducation du marketing et des affaires. L’étude fournit des directives pour affiner les caractéristiques de ces offres de cours en démontrant comment une classe VIRI optimise les capacités de la technologie sans compromettre les résultats d’apprentissage. In the 21st century, education is valued by participants who use education as a socioeconomic stepping stone, by empl

FAQs

What does the VIRI classroom approach refer to in this study?

VIRI stands for a virtual, interactive, real-time, instructor-led classroom environment used to deliver a blended course.

How were students assigned to the control and treatment groups?

Up to 90 students in an introductory marketing course were randomly assigned into two sections (control and treatment) by the registrar.

What were the main results regarding student performance, engagement, and satisfaction?

Student performance showed no statistical differences between groups. Engagement differed only in student interest (+10% in the treatment group), and fewer than 2 in 10 students expressed dissatisfaction with participation in a VIRI course.

Oct 15, 2026

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