Real-time lectures recorded on video and streamed over the Internet are a useful supplement to non-classroom learning. However, because recording confines the instructor to the podium, the classroom experience is diminished when there is less social interaction. This study uses choice experiment data to estimate economics students' willingness to pay for streaming lecture video and instructor movement away from the podium. Results show a divide between students who like the flexibility of catching up on missed classes with video and students who do not. For this former group, video enhances the learning experience and students are willing to pay an additional $90 per course for video. An important source of streaming lecture video's value to students is its impact on performance. Knowledge equation estimates show a positive correlation between students' use of video and their cumulative final grade.
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