The aim of this study was to investigate online teaching and learning using Moodle for teaching Software Engineering in the second-year Business Computing undergraduate class at Makerere University Business School (MUBS). The study was done during the COVID-19 pandemic when most lectures were conducted online with few face-to-face sessions. The Technology Acceptance Model (TAM) and the theory of reasoned action (TRA) theoretical frameworks were used to direct the research. A questionnaire was designed and administered to a group of 145 students selected as a sample from a class 180 students. The data collected was analysed to determine correlations between latent variables and variances of dependable variables explained by independent variables. The correlation between the intention to use and the actual use of the system was high (r = 0.555). This implies that students’ acceptance of online teaching and learning was high. The results indicate that system accessibility and self-efficacy explain 27% of the variance in the perceived ease of use (adjusted R square = 0.27). The regression model was significant (sig. < 0.05). The results also indicate that perceived usefulness and perceived ease of use explain 41.9% of the variance in intention to use (adjusted R square = 0.419). This regression model was significant (sig. < 0.05). MUBS successfully implemented e-learning platform (MUBSEP) for emergency teaching during the COVID-19 pandemic lockdown. The teaching staff and the students used online educational tools for live classes and end-of-semester assessments. The use blended learning approach post COVID-19 pandemic is recommended for higher education.