The purpose of this quasi-experimental, non-equivalent control-group design study was to examine and measure the impact of the opportunity to receive synchronous weekly instructor content on online students' sense of community, social connectedness, and perceived learning. The population for this study consisted of first-year undergraduate students attending a central Florida media arts university as distance learners in the fourth class of the undergraduate sequence. In this study participants either had the opportunity to attend Go To Training synchronous, videoconferences for the delivery of weekly instructor content, or they did not have the opportunity to attend the Go To Training session and only had access to asynchronous instructor content. This study differed from past studies exploring community because of the ability to provide high-definition video to facilitate the synchronous communication. This study assessed students' sense of community using Rovai's Classroom Community Scale (CCS). The posttest scores represented the dependent variable and the opportunity for synchronous delivery of instructor weekly content was the independent variable. An analysis of covariance (ANCOVA) on the posttest scores, using the pretest scores as an unknown covariate, indicated no significant difference between the experimental and control groups on learners' perceived sense of community, connectedness, and learning. Future research may be necessary to fully explore the use of high-definition video to develop a sense of community in synchronous environments. Educational leaders and distance educators may utilize the results of this study and consider other circumstances where high-definition video can be used in synchronous environments to build a sense of community. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]