Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.

Effective e-Learning requiresstudents to be active, thus, creating an environment that engages the students is one of the challenges. One of the ways to build an engaging e-Learning environment is by applying gamification concept. It improves user engagement by enrichingthe system withthe game design elements. This research aims to analyze the impact of gamification environment on e-Learning system by looking at student's quantitative interaction. 38 students from different high schoolswere voluntarily joined to test out two different system. This experiment focus on observing the impact of removing and adding gamification on the existing e-Learning system. The result shows that removing gamification causes significant decrement on student participation while adding gamification had no significant impact.

The COVID-19 pandemic that occurred in early 2020 around the world has implications for Indonesia’s education sector. This pandemic led to the Indonesian government policy to study from home at all academic levels using a distance learning approach. Studies on e-learning preparedness in Indonesia involving more comprehensive samples of universities during the pandemic are still limited. This study extended samples from several public and private universities in Indonesia to get a broader picture of e-learning readiness in various faculties with diverse university online learning cultures. This study used Rasch analysis to determine the validity and reliability of the instrument and differential item functioning (DIF) analysis to identify responses based on students’ demographic profiles. The results show that most students were ready to study online, but a few were not ready. Moreover, the results show significant differences in students’ e-learning readiness based on the academic year at university, the field of study, the level of organizational e-learning culture of the university, gender, and region. This work provides an insight into student readiness to study online, especially in higher education in Indonesia. The article presents the implications of online learning practices in universities and recommendations for future e-learning research.

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