While enrollment has been declining across higher education over the last decade, online education is one sector consistently enjoying enrollment gains, making its success indispensable to many institutions. Transactional distance theory has been used to study the experiences of online students and faculty and asserts that dialogue reduces the distance perceived in online courses leading to improved student satisfaction. Online faculty are responsible for facilitating dialogue in their asynchronous classrooms, and synchronous video-conferencing is one highly dialogic, interactive tool at their disposal. Despite faculty's critical role in facilitating synchronous dialogue, more research is needed regarding its impact on their job satisfaction. With that aim, this researcher used a mixed methods study to understand the experiences of online faculty in asynchronous programs interacting with students using synchronous dialogue, and how that dialogue impacts their overall job satisfaction. Research questions explored the relationship between the overall job satisfaction of online faculty in asynchronous programs and the frequency of their synchronous interactions with students, their encounters with synchronous interactions, and how those interactions are experienced as dialogue. Those questions were investigated using a sequential explanatory design consisting of web-based surveys (n = 75) followed by semi-structured interviews (n = 10). Phase one participants interacted synchronously with their students and were satisfied with their jobs, but no significant relationship was found between those variables. To further explore these synchronous experiences, highly satisfied phase one respondents, who at least occasionally interacted synchronously with their students, were selected for phase two interviews. This researcher found that highly satisfied faculty, interacting synchronously with their students, were student-centered, dedicated to excellence, and relational and concluded that those synchronous interactions were experienced as dialogue, consistent with transactional distance theory. Because synchronous dialogue may contribute to higher levels of job satisfaction, it is recommended that online faculty be encouraged and supported in their efforts to integrate these opportunities in their asynchronous classrooms. The findings of this study will better support online faculty in their efforts to reduce the distance experienced in their asynchronous classroom through synchronous dialogue, which will improve engagement and retention in distance education courses. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]