Videos are an integral part of online courses. In this study, customized YouTube videos were explored as teaching and learning materials in place of face-to-face discussion sessions in General Chemistry courses. The videos were created using a budget-friendly and interactive app on an iPad. The customized YouTube videos were available to students on a YouTube channel dedicated to the course. Use of videos enabled students to pause and rewatch the videos as required. Pedagogical benefits of using the videos included opportunities for 24/7 and self-paced learning. Beyond the classroom learning was documented using the analytics option through YouTube (method 1) and Learning Management System (method 2). Data mining shows the following: (a) learning throughout the semester, (b) around-the-clock learning activity right before the final exam, (c) comparable average final exam performance observed during semesters with face-to-face discussions versus customized YouTube videos, and (d) students continuing to watch these videos beyond the course while reviewing content for competitive exams and/or upper level courses.