For this study the authors explored the use of pre-recorded lecture videos by students in a large introductory management course using a flipped classroom design to determine patterns of video use and to explore the potential relationship between student use of videos (video viewing) and student learning measured by grades and student satisfaction as measured by an end-of-course survey. A quantitative study approach was used, using frequency counts of student video use, student grades on three exams, and student responses to a 20-question survey. Correlation analysis results indicate that student use of videos varied significantly along several aspects -- across the multiple video segments addressing a course topic, by time of day and day of week, and during the full course term. Implications for effective use of pre-recorded videos when implementing the flipped classroom model are discussed along with directions for much-needed future research.