Online learning has infiltrated tertiary learning and teaching applications. It has also presented some serious challenges for learning and teaching outcomes, not the least of which is reducing / eliminating face-to-face contact and interaction with students. Nevertheless, online learning presents enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. In this review, we present our ongoing journey in integrating web-support into teaching undergraduate units in early childhood, the lessons we learned, and the pedagogical / curriculum reflections and revisions we undertook in quest of maximising teaching learning outcomes for our students. We conclude at this point in our journey, that online learning is an indispensable learning/teaching tool that contributes to student empowerment when it enriches but does not displace face-to-face teaching. Additionally, we maintain that relational and socio-emotional contexts of learning enriched with online applications are paramount in obtaining maximal student gains.