This article summarises the author's experiences in running a module "Computers for Chemistry" entirely online for the past four years. The module, previously taught in a face-to-face environment, was reconfigured for teaching in an online environment. The rationale for moving online along with the design, implementation and evaluation of the online module are presented. The design and implementation were structured to align with Salmon's five stage model for e-moderating. The issues that arose on implementation are discussed along with an outline of supporting learners in an online environment. Lessons learned from running the module online are presented to provide interested practitioners some guidelines for adopting a similar approach. (Contains 2 tables and 1 figure.) [A list of notes and references is included.]