This paper aims to lay the groundwork for better online lectures based on a survey given to students in general university English classes on their learning states and perceptions of online classes. The online classes were conducted as non-face-to-face recorded lectures at a university in Gyeonggi, Korea, during two consecutive semesters in 2020. Ninety learners were surveyed and the questionnaire consisted of 32 questions in three parts. The results showed that the places where learners took online classes and the methods they used were similar, but the time, frequency, duration and strategies used for classes varied. When asked about their perceptions of online learning, learners were generally satisfied with the learning hours set by the school, but pointed out the long hours required for assignments, the inability to communicate with classmates, the laziness of classmates, confusion due to various platforms being used, and other technical problems. The survey also showed that communication problems between instructors and learners have been solved to some extent, but communication problems between learners are still unresolved. The results imply that it is necessary to manage learners having a difficult time with self-directed learning due to a lack of concentration, since self-directed learning skills eventually lead to educational gaps between learners. Some implications for online classes are suggested.