The social distancing measures introduced to prevent the spread of COVID-19 have led to the rapid redesign of chemistry instruction in higher education from face-to-face to online delivery. The design, implementation, and evaluation of a redeveloped undergraduate level course on catalysis which was delivered to 188 students (including 22 natural science students) is described. A blended multimedia learning approach was taken, informed by equality, diversity and inclusion, and cognitive load theories. Information was chunked and delivered online through short videos, supported by a written course handout, banks of multiple-choice questions, and small group tutorials. Usage statistics, autobiographical critical reflections, and student feedback (N = 44) were used to evaluate the course and identify recommendations for practitioners. The course received overwhelmingly positive feedback from students who highlighted appreciation for the format, accessibility, and delivery.