This study identifies the best online teaching practices to benefit first-year visual arts students, notably to include instructor-created videos. Such instructor-created videos provide a firm foundation for these students to succeed in their first year of college. The introduction of Web 2.0, focusing on user-generated content, has shown potential to address this issue in online higher education. This study will examine the impact of instructor-created videos to improve learning outcomes, satisfaction, and persistence. It focuses on key areas such as Communities of Practice (CoP), Project-Based Learning (PBL), and instructional design in the visual arts. This study used a quantitative quasi-experimental design to examine the difference in student grades before and after instructor implementation of instructor-created multimedia elements in their courses. Findings highlight the value of instructor-created multimedia elements, particularly for 'C' students, including implementation and challenges. By considering these factors, instructors can create effective and engaging online courses for visual arts education that may improve student performance, retention, and persistence to graduation.