The recent introduction of online lecture recordings have endowed students with greater flexibility about when they can access learning material and what type of tasks they can undertake during private study. Consistent with behavioral models of intertemporal choice, we find evidence that this new technology alters study behavior in two respects. First, it enables students to substitute to relatively low cost study tasks, such as viewing online lecture recordings, from relatively high cost study tasks, such as completing homework exercises. This substitution reduces the effectiveness of private study time in contributing towards academic achievement. Second, online lecture recordings facilitate procrastination by enabling students to 'binge study' by delaying more of their study until immediately prior to exams. However, binge study is not associated with lower academic achievement. Implications for undergraduate curriculum design are discussed.