Many large, undergraduate science courses, which still heavily rely on traditional lecture-based dissemination of content, passive learning, and exam-based assessments, have been forced online due to the COVID-19 pandemic. To address the challenges facing students in regards to engagement, self-directed learning, and the development of soft skills, we modified a large, lecture-based third-year undergraduate biochemistry course at the University of Toronto to foster active learning through interactive e-modules. We also adjusted the evaluation model to focus on the development of reflection, critical thinking, science literacy, and communication.