## 2 Research Question, Approach and Sources  
In this paper we trace the developments of technology-supported learning in the first phase of the so-called COVID-19 crisis at an Austrian university and explore the following research question: How has this epidemic affected e-learning at a traditional face-to-face university within the first three weeks and is this changing our knowledge about concepts of e-learning readiness in higher education? Therefore, we document the development and describe the situation in Austria, at Austrian universities, including Graz University of Technology, within the first phase of the crisis, a six-week long period, from the end of February 2020 until the first week of April 2020. As a theoretical framework and structure of the status of online learning at university, we use the model for e-learning readiness assessment of [PERSON] (2013) [7]. As sources, in addition to research literature, we use Austrian news media and internal data from TU Graz, which was available from the previous semester (if available) and the described phase of six weeks. The current European Data Protection Regulation does not allow us to store data on a long-term basis and our previous strategy did not allow us to save activities of certain user groups on a daily basis. Thus, we cannot, for example, provide data for the same comparison period during the previous year on a daily basis, because we usually only have cumulative data for periods of a year ago, typically on a monthly basis; even this is not the case for all used systems. We use internal strategy papers and information where possible and usable for the context of this contribution. By comparing the aggregated data of the last semester with the figures of the first six-week phase of the crisis, we would like to investigate whether, and to what extent, the changes increase in using e-learning opportunities are also statistically significant. Existing Theory and Knowledge on Implementing E-Learning in Higher Education and an E-Learning Readiness Framework  
What is crucial for implementation of e-learning in a traditional university with \"brick and mortar\" teaching [8]? There are different approaches, theories and models available which try to explain why and how some universities or parts thereof have higher implementation rates than others. Focus group interviews are, for example, the base of a study where \"institutional infrastructure, staff attitudes and skills, and perceived student expectations\" are seen as important factors [9]. A literature review of 31 selected studies [10] developed a conceptual framework on the critical success factor affecting implementation of e-learning in higher education. This framework names eight factors: resources, institutions, ethics, evaluation, social interaction, management, pedagogical and technological factors. In addition to higher education, additional research is available for e-learning success in different branches, e.g., business and enterprises [11]. A slightly different approach is the development of \"e-learning readiness\" assessments. Investigations do not identify important success factors, but draw attention to potential weaknesses. According to a review on existing approaches of e-learning readiness [12] technology is the most important factor, as it is mentioned in all models. Technological aspects that are seen as crucial are (in order of frequency in the models): Internet access, hardware, availability of computers, software, IT support, technical skills, security, communication network and infrastructure (p. 123). One of the analysed e-learning readiness approaches is an adaptation of the \"seven S model\" originally introduced by the consulting company McKinsey [PERSON] [PERSON] (2013) on the topic of e-learning readiness [7]. For this, the seven S model--all categories start with the letter \"S\"--was enriched with analysis of interviews and questionnaires within higher education institutions in Iraq (see Table 1 below).