Abstract: In this cross-sectional study we examine the role of recorded lectures on completion rates and students’ satisfaction in learning the mathematical content. We examined the time students spent on watching math lectures and compare it with completion rates. The data was gathered over three years from an online math course, College Algebra, and approximately 380 students were examined. The study reveals that students who watched more than half of the lectures, almost always, were able to complete the course. Qualitative data also reveals the role the recorded lectures played in studding mathematics online.