The COVID-19 pandemic has profoundly impacted higher education institutions worldwide, prompting a rapid shift towards online learning environments. This study aims to assess the e-readiness of first-year students in using the Learning Management System (LMS) in the context of COVID-19. The researchers used the Technology Acceptance Model (TAM) framework to understand the first-year students' acceptance and adoption of technology, focusing on perceived usefulness and ease of use. This study employed a concurrent mixed methods approach: To what extent were University of South Africa (UNISA) first-year students e-ready to use the LMS for engaging in online teaching, learning, and assessment activities during the COVID-19 pandemic? A sample of 2,707 first-year students and 30 academics from diverse academic disciplines was selected from nine colleges of the South African Open, Distance, and e-Learning (ODeL) institution during the years 2020 and 2021. The study evaluated the students' technological proficiency, digital literacy skills, access to digital devices and the internet, and their perceptions and attitudes towards online learning and assessment. The study explored students' experiences, motivations, and barriers to effectively using an LMS for engaging in online teaching, learning and assessment activities during the COVID-19 pandemic. Preliminary findings indicated that while many first-year students had basic digital skills and access to the necessary technological resources, many faced challenges in adapting to online learning environments. These challenges included limited internet connectivity, lack of technical support, difficulties in managing time and motivation, and unfamiliarity with LMS resources and activities. However, students also expressed positive attitudes towards the flexibility and accessibility offered by online learning, appreciating the convenience and diverse learning resources available through an LMS. The outcomes of this research will inform educators, administrators, and policy-makers in developing strategies to enhance first-year students' e-readiness and improve the implementation of online teaching, learning, and assessment activities. Addressing the identified challenges can lead to a more inclusive and effective learning environment, ensuring equitable access to education amidst the ongoing COVID-19 realities.