My study focuses on the effects of replacing static content with dynamic content in online courses. The written word is an example of static content found as the main, or only, content in many online courses. However, much of the content of a face-to-face class is delivered to the student in dynamic form, and this content is often not replicated in an online course. My hypothesis is that adding dynamic content, such as animated drawings and interactive web applications, to online courses will improve student learning and involvement. To measure the effectiveness of adding dynamic content, I am developing applications that can model the dynamic content used in face-to-face classes. I am using two types of courses in this study, each with a number of instances (or quarters). Ten instances of past quarters, where the classes had no dynamic content are used as base cases. Five instances of past and present courses with dynamic content added are being used as test cases. The data gathered from all instances are median grades, evaluation rubrics of student written material, student surveys, and counts of student visits to online content pages. The data will measure whether or not student grades improve, whether or not the quality of student written responses improve, how much time students spend engaged with dynamic content, and whether or not students view the dynamic content as valuable to their learning and involvement. As this study continues, additional issues about dynamic content in online courses emerge, such as: 1) What is the limit to adding online content such that it becomes too much for the student to attend to? 2) How are different models of online instruction best enabled with dynamic content? 3) What are the effects of replacing large extents of written content with dynamic content?