Recent trends show that AP teachers are increasingly leaning on videos, especially those from College Board, instead of direct instruction to cover complex college-level material. But is this approach helping or hindering students? Many students argue that relying solely on videos not only limits engagement but also compromises the quality of their learning experience.

A critical flaw in video-based instruction is that it reduces essential teacher-student interaction. Direct interaction helps create a supportive environment where students feel safe asking questions and engaging with challenging material.

“I believe that it’s very important to have a teacher-student interaction,” Matias Arismendi, senior, said.  He explains that such interaction allows teachers to directly address the unique questions and problems of each classroom. Without this, many students feel adrift, as the static nature of videos doesn’t allow for the real-time support they often need. “I don’t feel the videos are enough because there are concepts that are so complicated and are not explained thoroughly,” Pedro Florez, senior, said. The lack of instant feedback and clarification leaves students feeling unsupported.

Moreover, AP Classroom videos are meant to be supplements—not replacements—for instruction. When teachers use them correctly, they can be effective tools to reinforce or preview lessons, but as the primary mode of instruction, they fall short. Some teachers assign videos to introduce topics and find them useful to give students a head start. “I assign videos before almost every class… so that the students are introduced to the material before I even explain it,” Jose Lucas Sabido, AP Chemistry teacher, said. Yet, when entire courses hinge on video lessons, many students feel lost. Arismendi, who has taken several AP courses, contrasts his positive experiences in interactive classes with his experience in AP Macroeconomics, which “was a mess. Nobody learned anything. It was all dependent on the videos.” Arismendi said.

Another concern is that relying exclusively on pre-recorded material undermines students’ confidence in their teachers’ subject knowledge. Students want to see that their teachers are experts, actively teaching and engaging with the material. When teachers solely assign College Board videos, some students begin to doubt whether they’re being adequately prepared for AP exams. “The only certainty you had is that you were not going to learn anything,” Arismendi said. Students expect teachers to have a firm command of the material and to motivate their learning by conveying a strong commitment to the subject. “That motivation passes to students…because they have as much interest as the teacher has in teaching that class,” Arismendi said.

In relying heavily on pre-packaged videos, AP teachers may be underestimating the impact of their direct involvement on student success. While videos can play a valuable role, they shouldn’t be a replacement for expert teaching and meaningful classroom engagement. Could an over-dependence on such material ultimately erode the quality of AP education, jeopardizing students’ college readiness? As AP students face the rigor of college-level courses, they need more than screen time—they need real-time guidance, expertise, and support from their teachers.