This paper reports on the online teaching and learning strategies used in an undergraduate course in Aviation Biology and Medicine at Griffith University and their evaluation. The strategies described here are based on a conceptual framework that outlines essential components of effective online learning environments (social presence, interaction, cognitive strategies, collaborative learning, and learner-centeredness). The study demonstrates the application of this framework in an online course delivered to 49 undergraduate students and intends to model a framework for other online teaching and learning contexts. After an introduction to the framework and a description of the course in question, the authors will report on the evaluation design, the data collection methods, and the results, followed by reflections on future continuous improvement of the course.