In-person instruction for professional development or other types of workplace training provides a social environment and immediate feedback mechanisms that typically ensure all participants are successful. Online, self-paced instruction lacks these mechanisms and relies on the motivation and persistence of each individual learner, often resulting in low completion rates. In this study, we studied the effect of introducing enabling tools and live feedback into an online learning experience on learner performance in the course, persistence in the course, and election to complete supplemental readings and assignments. The findings from our experiments show positive correlations with strong statistical significance between live interactions and all performance measures studied. Research funded by the National Science Foundation, award number #1843391.