What you have described is about half of what is known as a flipped classroom. This concept has been explored in other questions here and at the Academia forum. The idea is that instead of lecturing, face to face time is filled with activities that can only be done face to face and the students are given "assignments" to read or explore video and other online information outside of class.
What would normally be practice and experience on the student's own time (standard classroom) is now done during the class periods where you get a chance to observe them. You also get a chance to permit group work and sharing, but in an environment in which you can see that any rules are adhered to.
The flipped classroom is very handy in the beginning CS courses where students need to get a lot of practice, but also get stopped when they get to questions that they can't answer and then wait for a chance to have them answered.
But your face time needs to be more (much more) than just you answering questions. That is only serving one or a few students at a time. You need to design activities in which they can all benefit. Group work in a flipped classroom is also useful as many of the questions that arise in the course of an activity can be answered by the students themselves and their team mate(s) and so don't need to come to you.
Many instructors flip the classroom for the entire course, never lecturing in the traditional sense, but you can also apply it to specific topics. The upside of doing it just a bit is that you get practice with it yourself, but the downside is that the students will be awkward with it initially and won't likely do enough outside class periods.
On an orthogonal track, online courses are a mixed-value resource. For certain kinds of learners (like yourself) they can be valuable. For others, they don't work at all. The typical drop-out figures for online courses are appalling. I don't think that is primarily due to the quality of the material but rather to a mismatch with learning styles of the students. I don't have research on that, however, but would love to see it. One problem with video is that a student can't ask a question in the middle of it. If they miss a point, they can replay, but can't really get a clarification. I also question whether students are able, in such courses, to get appropriate practice and (more important) feedback on their practice.
But combining an online "course" with good practice-and-feedback can be a plus, provided that you design it properly, taking account of the different needs of different students.
Here us another question on Flipped Classroom. A simple search for "flipped" at Academia will turn up a wealth of information.