This paper discusses the results of replicating and extending a previous study on the active learning pedagogy of Peer Instruction (PI) in the topics of unit testing, integration testing and continuous integration. The original paper studied the efficacy of PI as a pedagogy for an in-person classroom with honors students from various academic majors. In this replication study we focus on a fully virtual, synchronous online classroom consisting of computing related majors. Our findings reinforce the results in Gopal and Cooper’s original study. Cognitively, we found a correlation between PI and student learning, by observing encouraging increases in levels of success as measured through cognitive pre- and post-course instrument for the topics we studied. In addition, we also found that PI had a statistically significant impact on student attitudes in the constructs of interest, gender, usefulness, confidence and professionalism.