The exponential increase in the number of cases and number of affected countries of the novel coronavirus disease 2019 (COVID-19) brought significant change in the mode of instruction from face-to-face to distance learning among the different levels of education around the world. This descriptive-developmental method of study adopted the ADDIE (Analysis, Design, Develop, Implement, Evaluate) model of instructional system design (ISD) framework in the development and evaluation of digital learning module intended for asynchronous online independent learning among students at the advanced mathematics education level. The adopted instructional materials evaluation instrument and the 10 items open-ended teacher-made test were used to describe the learning outcomes of the 13 enrolled graduate mathematics education students (4Male, 9Female) during the COVID-19 pandemic period in Sorsogon, Philippines. Findings of the study revealed that the designed digital learning modules covering the required content topics of modern algebra arranged in increasing complexity and ensuring the presence of the basic elements of discussions, definition, examples, and practice drills (worksheets) provide a significant learning experience among the students in times of pandemic as exhibited by their very satisfactory level of evaluation (Mean=4.42±2.58) on its characteristics. The utilization of the digital module available for asynchronous online independent learning maximizes learning outcomes which showed an increase in the mean score of 8.10 equivalent to 53.97 percentage score indicating a highly significant improvement (t=5.034, p<0.05) in the level of students' understanding of the content topics. Investment in strong internet connectivity is necessary to strengthen the asynchronous learning experiences of the students with the use of digital modules through the regular conduct of virtual conferences for monitoring and immediate feedbacking.