Abstract. Teachers have employed online video as an element of their instructional media portfolio, alongside with books, slides, notes, etc. In comparison to other instructional media, online video affords more opportunities for recording of student navigation on a video lecture. Video analytics might provide insights into student learning performance and inform the improvement of teaching tactics. Nevertheless, those analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not share broadly the interactions of the users with their systems. As a remedy, we have designed an open-access video analytics system and employed it in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we collected and analyzed students’ video navigation, learning performance, and attitudes, and we provide the lessons learned for further development and refinement of video-assisted courses and practices.