The difference in level of proficiency and competency was believed to be a major reason why some students are left behind. Thus, it is deemed important that learning outcomes include not only the learners’ mastery of basic factual information, but also the organization, integration, and application of task-relevant knowledge to novel situations. In response, this study developed a self-paced instructional emodule guideline for the core courses of Bachelor of Arts in Communication, Bachelor Arts/Science in Psychology, Bachelor of Arts in Legal Management, Bachelor of Arts in Political Science and Bachelor of Arts in Multimedia program. The instruments used were two sets of survey questionnaire distributed to 217 randomly selected participants composed of 32 faculty members and 185 students from the College of Arts and Sciences of the University of Batangas. The faculty members were asked to answer the survey questionnaire on their level of knowledge and skills relative to e-learning components while the students were asked about their level of acceptance of and readiness for online education and instructional e-module. Descriptive and inferential statistical procedures including Weighted mean and t-test were employed to analyze and interpret the data that were gathered. The research revealed that the faculty members have sufficient knowledge and skills of IT components needed to design an e-module, but they still need continuous training to sustain it. On the other hand, the students fully accept the mode of E-learning.