Due to the pandemic, universities were challenged to switch into distance mode, causing teachers to make pedagogical adjustments. One adjustment was the use of pre-recorded videos applied as complement in the education. However, a pedagogical miss-match arises, as course designs often are based on face-to-face (F2F) teaching, while videos are designed for self-education. Consequently, there is a need to understand what challenges, but also what opportunities appear as videos are integrated into course design. The purpose of this paper is hence to describe challenges and opportunities when integrating pre-recorded videos in course design in traditional campus teaching. An interview study with teachers and a survey to capture the student perspective have been carried out. The results of the teacher perspective highlight opportunities and challenges when it comes to the technical and content as designing videos as well as design of the lectures concerned. Learned from the students´ opinion videos need to be purposeful designed, and the information included need to be well thought through. When videos are used, the design of lectures becomes more important since the F2F interactions are reduced. This challenge teachers in their design of activities and for students to adequately prepare for F2F activities. At the same time, with videos available, students can pause and rewind if needed, and the potential to learn more basic facts from the videos. If F2F activities are purposefully designed, there is the potential for students to deepen their understanding, achieve greater learning outcomes and to increase progression. Videos also increase flexibility for students by possibility to shape their own learning opportunity and how it suits them and their everyday life. The findings from the study are related to several of the CDIO standards, mainly Standard 8, 6, and 10 by Active Learning, Engineering Workspaces, and Enhancement of Faculty Teaching Competence.
