The current demand of education has changed the teaching and learning processes from traditional face-to-face learning to online distance learning (ODL). This study aims to explore students' readiness in experiencing ODL. This study utilised quantitative approach to obtain the data. The instrument used was questionnaire with seven sections. The questionnaire was distributed to the Diploma and Bachelor's Degree students from public and private universities. The data were analysed using SPSS v 25 software and presented in the tables in the form of means, t-test and one-way ANOVA. Based on the results, there is a significant difference between students of different levels of education in terms of their readiness to undergo ODL. The six aspects of ODL readiness significantly determine how ready the students were in terms of availability of technology, use of technology, self-confidence, acceptance, self-directed learning, and training. It can be concluded that most of students seemed to be unsure whether they were ready to experience ODL in the aspects of the availability of technology and their acceptance to learn through ODL. Other than that, the students are almost ready in adapting themselves to go through ODL. The significant stakeholders such as, universities, faculties and educators need to have better understanding of students' readiness to undergo ODL and be prepared to experience more of ODL.

Online assessment has become prominent in the education system. However, the implementation of CBLT has posed different challenges faced by students in completing the assessment. Therefore, the present study aimed to find out students’ perceptions on the implementation of CBLT and its challenges, to determine the significant differences between the implementation of CBLT and faculty clusters. This study utilised a quantitative research approach. The questionnaire employed in this study was adopted and adapted from previous studies with 3159 students from a population of 4600 who enrolled for ELC121. The data was analysed using Statistical Package for the Social Sciences (SPSS v27) and were reported for mean, standard deviation, and ANOVA. The findings show that the students were positive towards the implementation of CBLT and there were significant differences of perception among faculty clusters. Thus, the future teaching and learning process should integrate the use of technology.