Abstract
Traditional media production courses have heavily relied on in-person technical workshops, demanding a hands-on learning experience. Yet, due to the COVID-19 pandemic and a steady rise in online teaching and learning, higher education courses have shifted into online formats. This paper examines how online course design features impact student expectations, course learning objectives, and student performance outcomes. Using thematic analysis, we explore perceptions of graduate students in an asynchronous Graduate Media Production course from a mid-size university in the United States. Key course design components such as interactive video materials, interactive assessments, the use of graphics, leveraging the Learning Management System (LMS), and student perceptions of the course are analyzed. Challenges are addressed throughout, and the paper concludes with findings around the following four themes: engaging video materials, peer review and video assessments, personalized learning, and the ease of navigation within the course.
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