Researchers and educators are concerned about student success in tertiary programming courses, a situation that is even more pronounced in open and distance e-learning institutions. The aim of this study was to integrate 60 video lessons and compare passing and failing student in terms of their performance in JavaScript with three broad online learning factors: course clarity, student connectedness, and task relevance. For example, student connectedness includes, accessibility, self-directed learning, communication and active engagement, In the quantitative survey research, a closed-ended questionnaire with 13 questions, was distributed to 534 students, yielding a response rate of 26%. Among the respondents, 76 passed the module, while 63 failed. The cognitive theory of multimedia learning is used as theoretical framework. The findings reveal that students who passed the online introductory programming modules interacted more with the video lectures, indicating a noticeable impact on their learning experience, consistent with previous research. [This paper was published in: "ISTEC & INTE & ITEC &, IETC & ITICAM & IWSC & IQC-2024 Proceedings Book," ISTEC, 2024, pp.830-841.]