The present study examined the implementation of offline learning through modular and online asynchronous instruction at a local polytechnic college. The study employed a qualitative phenomenological design, which focused on the lived experiences of the faculty and students as they engaged in offline learning. Thematic analysis was used as the researchers drew upon interviews conducted virtually with the faculty and students of a local polytechnic college. Separate questionnaires were prepared for the faculty and students. Data analysis underwent two phases: first, through the independent analysis of each researcher, followed by comparative analysis of the findings.