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In the last few years, education has changed dramatically. Classroom-based classes have been replaced by online learning techniques that offer the flexibility of pre-recorded lessons and class meetings held via videoconferencing software that is real-time. However, even these online learning methods may not be enough for students who prefer the live interaction of a face-to-face classroom.

Live learning online is a viable alternative to these other online learning strategies that allows instructors and students to communicate in real-time through a videoconferencing program like Zoom. The classes offer students the opportunity to ask questions, resolve confusion, and gain greater understanding of the content of the class.

Although live learning offers many benefits, some students may find it difficult to adapt to this kind of online learning. This study focuses on student willingness to learn live and identifies the key factors that affect it. The results show that the most influential variables are motivation to learn online, self-directed learning capabilities. Researchers also conducted a post-hoc test as well as a multi-group analysis to analyze gender differences, undergraduate and graduate students. It was discovered that postgraduates have higher levels of preparedness in the majority of aspects of live learning as compared to undergraduate and sub-degree students.

It is suggested that instructors establish clear expectations for what students need to know and do prior to, during and after during a Live Session. This means providing additional materials like summaries, gist quizzes, sketches, concept maps and study guides. Instructors can also create activities that reinforce what students have learned like reviewing, rehearsing debate, analyzing, or debating.