Following the South African government’s temporary closure of education institutions due to the COVID-19 pandemic, higher education institutions (HEIs) resorted to online teaching. In this study, we report on the perceptions of undergraduate BCom Financial Sciences and Accounting students at a South African University on the use of pre-recorded demonstration videos to support the teaching of an advanced Excel module. The study was guided by the four learning theories for the digital age on how students learn. A qualitative study was conducted using an online survey, with 512 students participating in the survey. Data was analysed using the conventional content analysis. The qualitative analysis resulted in five themes, (i) support for learning and understanding, (ii) support for self-paced learning, (iii) support for assessment preparation, (iv) comparison with face-to-face learning, and (v) criticisms and suggestions for improvement. Students felt that the pre-recorded demonstration videos played an important role in their learning. The main contribution of this study is that it has demonstrated the benefits of pre-recorded videos in facilitating online teaching and learning in periods of pandemic, especially when resources are limited.