Purpose: The increasing number of online courses in higher education has provided students with convenience and flexibility. However, some adverse effects also come with online learning, including negatively affecting student beliefs in themselves and their perceptions of the instructor. Both are important factors for academic success. Grounded in media richness theory, this study aims to examine the impact of medium choices by investigating instructor messages on student beliefs and perceptions in an online course. Design/methodology/approach: This study employs a survey methodology using validated items to assess university student perceptions following faculty interactions (video versus customized email). Findings: The authors find that videos and personalized emails, using mass distribution Excel features, help increase student beliefs, including social belongingness and self-efficacy, and improve students' perceptions of the instructor and learning environment. Originality/value: This study contributes to the literature by establishing that the richness of media of faculty messages can impact student beliefs, which in turn, may help with student success and retention. The activities used in this study are low-effort for the instructor and may have lasting effects on the students. In addition, this study fills a gap in the literature by examining multiple forms of the richness of media and their impact on multiple aspects of students' beliefs and perceptions of the instructor.