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E-learning tools and LMSs, such as Moodle, have been in existence for decades. However, there has been an accelerated use of such platforms due to the COVID-19 pandemic. Higher Education Providers responded to ensure that education was accessible via online platforms to allow lecturers to continue their daily job functions during the pandemic. This study explores these aspects from a lecturer perspective during COVID-19, using constructs from the Technological Pedagogical and Content Knowledge (TPACK) framework and Unified Theory of Use and Acceptance of Technology (UTAUT-3) theory. This study is based on the pragmatist paradigm. This methodology was deemed appropriate as this study uses a mixed methodology for collecting and analysing qualitative and quantitative data. The objective of the study was to understand the experiences of lecturers using Moodle for e-learning in a learning journey at a Private Distance Higher Education Institution during the pandemic. The results revealed that several lecturers appeared to have adaptation challenges when using Moodle, but thereafter the system performed as expected. Overall lecturers found that Moodle promoted accessibility and performed as expected. The research further revealed that that there was insufficient training and support provided by the institution. Recommendations arising from the findings included, amongst others, upgrading internet packages and investing in backup power supplies to enhance the experience of lecturers in this learning journey. Recommendations for the institution included enhancing support and communication to lecturers especially part-time lecturers as they are not part of the formal institutional structure on a day-to-day basis.  More comprehensive training to lecturers is required to ensure lecturers are adequately equipped to improve online learning and student engagement.