Before the pandemic, an introductory pharmaceutics course was redesigned to integrate active deep-learning tasks. Due to COVID-19 pandemic restrictions, the instructor decided to implement a fully synchronous online course format. The primary objective of this study was to analyze the effectiveness of the transfer to the online synchronous context by monitoring its impact on students' performance, perceptions, and beliefs. Findings from this study indicated that highly integrated active learning tasks successfully transferred to the online format. That is, student performance, perceptions, and opinions were similar or slightly better when compared with the face-to-face format of the course.