Lecture recordings are relatively long (45-90 minutes) videos that reproduce a corresponding lecture unit 1:1. They can be structured afterwards so that students can jump from slide to slide in case of slide presentations.
The learning effect naturally depends on the original quality of the underlying lecture.
Questions and quizzes for the purpose of self-assessment can also be inserted with relatively extensive post-processing.
The advantage from the students' point of view is that they can determine time (duration), tempo and repetitions themselves.
If self-assessment is offered, individual learning progress is also easier to control.
The disadvantage lies in the fundamentally lower motivation of a recording compared to the live situation and the impossibility to ask spontaneously if something is unclear.
The learning outcome-oriented effectiveness (and thus efficiency) of lecture recordings from the student's point of view is lower than with explanatory videos. A large relative gain in efficiency, however, is achieved by teachers.