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This communication was to share the efforts made in developing the fully online courses in medicinal chemistry during the educational disruption due to the coronavirus disease 2019 (COVID-19) pandemic. In the academic year 2020, the online course was implemented for the first time at the Faculty of Pharmacy, Silpakorn University, Thailand. Various online teaching strategies were integrated, raising the question of whether the developed online courses would deliver similar learning outcomes to the traditional classroom. At the end of each semester, the teaching assessment report was conducted and evaluated in 4 parts: part 1, evaluation of lecturer; part 2, student’s self-evaluation; part 3, learning outcome development after studying the course; part 4, appropriateness of class environment and equipment. Overall, student responses toward parts 1–3 in the online class were as satisfactory as those in the previous on-site class. Lower scores toward part 4 were observed in the online class. In addition, student performance in terms of grade distributions between the on-site and online classes was different. On-site students earned the highest proportion of A grades, whereas online students earned a higher proportion of B+’s to F’s. While the pandemic persists and the need for online courses remains, we hope that this communication will provide some educational insight and strategies to help in the ongoing efforts to adapt and establish more successful online courses.

The novel coronavirus (COVID-19) pandemic has a great impact on pharmacy education. Laboratories needed to shift from traditional learning to full online-learning mode. As a result, the flipped online model has been developed as an online tool to accommodate with this online laboratory requirement. Laboratory experiences in an online collaborative format were conducted in pharmaceutical analysis laboratory course in 2020, and 2021. The students learned in online flipped laboratory can use digital technology quite well. They have been able to perform online laboratory effectively. The perspective of student engagement to collaborative learning was developing among group working. Besides, students showed strong positive-attitude to collaborative learning and teamwork. Nonetheless, in comparison with experiment-practice learning, students reflected negative perception of online learning. Thus, virtual facilitation in pre-class learning material is a key of improvement to strengthen students’ engagement and improve psychomotor skills.