This qualitative study examines faculty course design choices for on-demand classes in post-COVID higher education in Japan. Through interviews with four faculty members, the researchers found that instructors implemented on-demand formats to address previous teaching challenges and develop new approaches. These classes featured more learner-centered instruction with enhanced active learning through self-study activities, flexible pacing, and multimedia resources. Faculty shifted to formative assessment methods with regular feedback, particularly in large lectures. Challenges included providing adequate feedback, assessment issues, and recording difficulties, suggesting the need for improved faculty development support and recording facilities. © 2025 IEEE.