Due to the emergence of the COVID-19 pandemic, numerous medical schools around the world, and a few in Nigeria shifted from conventional to virtual learning. Though online education is now a chief teaching alternative, new challenges about how to teach via this new normal are constantly evolving (1). This study explores the application of educational technologies in Physiology education amidst the COVID-19 lockdown among the few Nigerian universities that transited to online learning. An online descriptive, cross-sectional study was performed between July and September 2020. Present undergraduate medical students aged 17 years or older across five private-owned Universities who engaged in virtual learning formed the study population. A web-based questionnaire (Google forms) was served to participants through WhatsApp messenger. The questionnaire was established using validated questions from earlier published studies. Generally, out of 205 participants who responded (response rate = 70%), 190 responses were valid. Forty-eight (n = 48, 25.3%) participants were males, and 157 (82.6%) were in the age group of 17-20 years. During the nationwide lockdown period, all the participants (n = 190) from various medical-related disciplines engaged in learning Physiology online. Of the total, 78 (41.1%) were studying Bachelor of Medicine and Bachelor of Surgery (MBBS) program, 69 (36.3%) and 16 (8.4%) were studying Bachelor of Pharmacy (B.Pharm) and Bachelor of Science in Physiology (Majors; B.Sc.) respectively amongst others. Findings from the ownership of device(s) used for online learning revealed that the majority of the students (n = 172, 90.5%) and (n = 124, 65.3%) owned smartphones and laptops respectively, while only 4 (2.1%) and 1 (0.5%) used desktop computers and television respectively for online learning during the school closure. The popular platforms used by participants for online learning of Physiology were Zoom meeting (n = 161, 84.7%), WhatsApp (n = 135, 71.1%), Google Classroom (n = 117, 61.6%), while the least used was Microsoft Teams (n = 9, 4.7%). More than half (n = 99, 52.1%) of the participants were able to easily access the internet while at home; however, 48 (25.2%) students agree to the need for support in navigating online learning platforms. Regarding the assessment of participants after online lectures in Physiology, the popular assessment type used by students were test/quiz (n = 147, 77.4%), graded assignments (n = 108, 56.8%), and examinations (n = 55, 28.9%). The sensitization and training of students and faculty on e-learning and the use of existing educational technologies and learning platforms are important to improve the attitude and use of e-learning for Physiology education.