This study examines how prerecorded lessons connect with student presentations, group discussions, and classroom feedback in the Current Affairs Chinese course at Ewha Womans University in the first semester of the 2026 academic year. Using a reflective case study approach, it conducts qualitative content analysis of the course syllabus, 12 sets of prerecorded lesson materials, 32 anonymized student presentation materials, and the instructor’s classroom notes, supplemented by descriptive counts. The course combines online lessons uploaded by the instructor with face-to-face presentations, discussions, and feedback. Some student materials organize information through classification, causal explanation, or comparison and draw on experiences from South Korea or other countries to explain the topics discussed. However, the materials also show incomplete source attribution, data that are difficult to trace, unclear distinctions between facts and evaluations, and inconsistent criteria for cross-cultural comparison. These findings suggest that prerecorded content should be selected with subsequent presentations and discussions in mind. Course tasks should also specify source requirements, provide relevant vocabulary and sentence patterns, and include opportunities for students to revise their materials in response to classroom questions and feedback.