This study sought to design and try out a training scheme for college teachers on e-learning use as a classroom strategy in a communicative teaching mode. Based on needs analysis the teachers of English were reoriented so that they became equipped with the rationale, strategies and assessment techniques of e-learning alongside communicative language teaching through the six learning segments which were revised and finalized after a three-day try out. The researcher used five stages in the model she used to undertake the study. Specifically, the study determined: (1) the stages in the development of the training scheme and (2) the contents of the training scheme's learning segments as a product of the research. The current Philippine scenario of college English classes pictures a deterioration of students' communication skills with e-learning left out. Dorothy (2015) says that teaching college English classes has become a chore for many professors. Teaching college English is already a particularly trying and frustrating experience. This could be a reason why too many college students today are so inarticulate in English that the teacher hardly knows where to begin and how to precede. This problem exists in "Capitol University" and "Mindanao University of Science and Technology," the try-out institutes of this research. As observed in their English classes, students instinctively switch to the first language whenever they find it difficult to express themselves in English--which is particularly most of the time. The researcher noted this during the needs analysis stage of this research. The scheme produced in this research ensures that teachers will incorporate tasks involving e-learning communication mode such as requiring students to do something in the lesson through e- learning, with the language, or with each other. Developing students' oral and written communication skills is one of the most important goals in language teaching. These skills are essential for interactive survival in a global setting. The training scheme was designed for this purpose thereby incorporating the e-learning schema. The Capitol University professors of English, along with the Mindanao University of Science and Technology instructors, have to keep up with the current trends in language teaching. They need to update themselves in terms of e-learning use to better achieve the goal of language teaching; which is that of developing students' oral and written communication skills. Part of the segments produced by the researcher will also lead these professors to reconstruct their own syllabuses to provide for an e-learning communicative class. Howatt (2009) best views the direct application of communicative competence to that of a notional syllabus. The notional syllabus includes some description of the grammar of the language to be learned (in the form of exponents for the notions and functions) but treats it as just one subsystem of rules for realizing a speaker's ideas, feelings and intentions. This in turn involves another sub-system of different kinds of rules (rules of discourse). With the use of e-learning alongside communicative teaching techniques that are contained in the learning segments of the training scheme, these professors can provide interaction which will be meaningful, interactive, and responsive to the learners' needs as they teach minor English courses. [For the complete proceedings, see ED579282.]