Over the last decade, individuals have witnessed an increasing proliferation of online learning as the hallmark of learning with technologies. Papers and books have been written stipulating how online or e-learning can transform the educational process and now, even the organizational workplace. Such prospects are recognized and institutions and organizations all over the world are riding on the hype that online learning can facilitate the "just-in-time" demand for learning. In this article, the authors caution against the prevailing view of "transporting" successful implementations of online learning of best practices because much of the historical evolving process of how these practices came to be are usually not made explicit. In addition, drawing upon the authors' understanding of the importance of a historical analysis, they aim to describe how an Instructional Technology module for a pre-service teacher training program has been transformed over the years. The transformation saw how the module evolved from a fully conventional mass lecture-cum-tutorial approach to its current online and face-to-face tutorial status.