Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of COVID-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were used to collect data. Findings indicate students' perceptions cover types and level of difficulty of examination questions, the use of online platforms, time spans, benefits and challenges of take-home examinations. The learning practices encompassed in-class online learning, after-class learning commitments and the responses during take-home examinations. The help of instructors, the participants' personal characteristics, the assessment design and online platforms are factors that affected the participants' learning practices. Pedagogical implications and future studies of take-home examinations are discussed.