Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process Questionnaire (SPQ) on "deep" versus "surface" learning methods, which we use to see how these different learning approaches may be related to attendance at lectures. The econometric evidence presented here suggests that lecture attendance is positively affected by whether or not the student employs a deep approach to learning. There is also some evidence that students treat face-to-face lectures and viewing these lectures online as substitutes, rather than complements, to learning. We end with some tentative evidence on whether the chosen mode of lecture delivery ultimately makes a difference to a student's final mark in the unit.