This study examines how students enrolled in 2024-25 academic year courses in English for Academic Purposes responded to pre-recorded video presentations of either group or individual projects using Padlet and online evaluation methods using Google Forms in a virtual learning environment. The students majored in English Language Communication (n=115 in four classes) and Image Arts & Science (n=109 in four classes) at a private university. By analyzing engagement levels, comprehension, and assessment performance, this study explored the attention span, interaction, and perceived effectiveness of asynchronous learning. The results indicate that while pre-recorded videos offer flexibility and accessibility, student engagement varies based on content delivery style and video length. Additionally, online evaluations influence test-taking behavior, with factors such as question format and time constraints affecting performance. These findings provide insight into optimizing digital learning strategies to enhance student outcomes.