We further evaluated the Virtual Lecture Hall (VLH) (Cramer, Collins, Snider, & Faw cett, in press), an instrumental computer-based platform to deliver PowerPoint slides threaded with audio clips for later review. Students from either an in-class or online section (ns=810 and 74 respectively) of introductory psychology had access to live  recorded lectures via the VLH, made available through the course Web site. Approximately 45% of in-class and 78% of online students used the resource prior to each of two course midterms: 32% of in-class and 50% of online students completed a five-item survey assessing student perceptions of whether the VLH enhanced learning or increased grades, and whether they wanted the resource in other courses. Number of VLH accesses and total duration were calculated. Results showed that regardless of course section, greater VLH use was linked to higher midterm scores, and student perceptions of the VLH were highly favorable. Curiously, whereas in-class students' VLH use and duration were negatively related to expected grade, that same link was positive for online students. Directions for future research in resource development and implications for educators are discussed.