Recent research has demonstrated several advantages of micro-modules over lengthy videos and in-class lectures. For example, micro-modules are shown to focus more on the subject, are more suited for personalized learning, are better at enhancing attention span and are constructive for learner-centered approach. One of the challenges that engineering faculty teachers encounter is a significant number of the first-year students lacking the experience and acquire only limited information of basic programming concepts. Another challenge we would like to address is to enhance teaching and learning in the faculty by standardizing the programming language training that is available online for our students. In this sharing session, we will share the stages and the process of developing Online Micro-Modules Library (OML) for fundamental programming courses in order to bridge the knowledge gap issue and also to enhance teaching and learning experience for first-year engineering students. We use Analyze, Design, Develop, Implementation and Evaluation (ADDIE) model as the foundation and the methodology for OML development. This OML incorporates illustrations, shorts videos and coding exercises as part of active learning components as appropriate. Additionally, active learning is also achieved by revising basic programming concepts through collection of examples and online quizzes, and personal reflection on the result of their achievement at the end of the course. Thus, it leads to higher programming competency and enhances first-year students’ learning motivation while at same time also contributes to the promotion of eLearning initiative at the faculty level as well as the university through online catalogues and high-quality repositories.