Abstract

 
 
 
 This study investigates the acceptance of distance education support technology among college students. 200 students from Mianyang Teachers' University in Sichuan Province, China, were surveyed through questionnaires and interviews. The data were gathered through a combination of questionnaire surveys and interviews and analysed using SPSS to examine the utilisation of technology by students during the teaching and learning process. Additionally, this study aimed to explore the factors influencing how technology is employed to support teaching and learning and investigate student attitudes and perceptions regarding its use in education. The study is based on a framework that addresses students' adoption, perception, and use of technology in open-distance learning. It attempts to connect the theory of transactional distance with the technology acceptance model (tam).
 
 
 
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