As a response to the global health crisis, many higher educational institutions (HEIs) in the Philippines have no option but to embrace the flexible delivery of their courses. This abrupt disruption to the educational system requires careful analysis if the online learning environment is effective or not. Thus, the researchers attempted to critically assess modules developed, identify the gaps, evaluate delivery challenges of teachers, examine if students are learning or not, and collate perspectives for enhanced learning materials, teaching delivery, and students’ learning process. In this paper, the researchers investigate the effectiveness of using a technology-centric flexible learning material - Math, Science and Technology (MST) – a module developed by a panel of subject matter experts (SME) during the onset of the first wave of online classes in the country. To collect data, the researchers employed a descriptive survey method with the aid of an online survey instrument administered to two groups of respondents, the students’ and teachers’ group, from May to June 2021. Two hundred (200) students currently enrolled in the subject and seven (7) science faculty members teaching the subject participated in the study. The study showed that the developed modules should, aside from being aligned with the CHED curriculum, be technically and content-wise acceptable to both students and teachers, focus more on desired learning competencies, require clear format and structure, and strongly value flexible assessment. Varied and novel challenges were raised by respondents such as enhancing class engagement and simplification of lesson content. In the end, the researchers argue that the main goal of flexible teaching and learning is to improve student learning, hence, Modules should be carefully evaluated, challenges be addressed, and policies be crafted for an enhanced and innovative flexible learning environment.