There is a way to use these videos so that they provide a legitimate way for students to get unstuck. The YouTube playlist you posted goes over each lesson in detail, including the concepts behind the work. I actually think they are helpful if used correctly.
Of course copying a project off the web and posting it as a performance task is not okay!
They way I see it, the code.org modules are a much-needed replacement for old-school lectures where the teacher talks and the students try to follow along in their notebooks and then go and type in the code later. It’s not super critical for students to work everything out on their own. In my opinion a little help here is fine if they need it. After all, if they get stuck, they can’t move forward. In the classroom they can ask their peers or teacher, but when working remotely it’s really difficult to get help. Codecademy, a professional learning tool, provides a “View Solution” feature you can use when you get stuck (and I have used it).
One thing that worked for me during remote learning was recording myself going over the coding exercises and then posting on EdPuzzle (so that students are forced to listen to explanations!). Time consuming but students said it was helpful.
The real learning happens when students work on their own creative projects. This is the part where they should not be copying whole solutions from the web! I tell them if they are copying more than 3 lines of code, it’s too much. In the classroom I see them working (or not working) so it’s not a problem. For “hybrid learning” in the fall I was thinking of having students record a video of themselves explaining 3 sections of code as a plagiarism and concept knowledge check.