The suspension of in person classes due to the global health pandemic caused by COVID-19 led to abrupt changes in the mode of instruction delivery and assessment. This action research using the Plan-Do-Study-Act (PDSA) model explored the opportunities and challenges in a Differential Calculus (DC) class on a fully online modular form of instruction (MFI). Using an approved syllabus and available online and offline resources, self-learning modules (SLMs) on DC were developed and the students’ views and experiences on the use of the SLMs during synchronous and asynchronous classes were determined. Survey questionnaires, reflective journals, and focus group discussion (FGD) were utilized for data gathering. Using descriptive and thematic analysis, the results revealed that students welcomed the use of online modular instruction because of accessibility and flexibility. They experienced independent learning, had better understanding of their own learning, appreciated calculus better, and were inspired to do their best. However, they experienced challenges in reading the modules and had difficulty understanding some lessons, thus, the need for group studies was evident. The modular form of instruction provided the learners with positive learning experiences leading to opportunities for self-regulated learning and collaboration yet gave challenges in reading literacy.
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