At a CALI conference a few years ago there was a presentation by a law student (U. Cincinnati, I think) who went beyond the idea of distributing outlines of his classes on-line: he took his class notes, the readings, etc., and created his own podcasts - audio files that he distributed on-line - that consisted of his own lectures/discussions of the material covered in his classes. He was essentially creating his own on-line courses based on what he was learning in class (and he said he had 50,000+ people downloading and, presumedly, listening to these podcasts). BUT, before his first year of law school started, he met with each of his professors and told them of his plans - he wasn’t asking PERMISSION because he already had a good idea of what the law in this area was - and only one of his professors had any qualms about it, and, ultimately, there were no efforts to stop him from what he was doing and by now, I think, he probably has an entire law school education’s worth of podcasts on-line.
Having these outlines on-line just changes the scale of what our students already had available to them: the internet long ago made the exchange of all manner of information and data much easier. And, yes, this is probably why more students these days may seem to anticipate your lines of discussion and questions in class but, again, its really just a change of scale from fifteen years ago when students had to physically exchange floppy discs containing course outlines that they had written or that they had obtained from upperclassmen.

Brian Huddleston