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The use of a smartphone is gradually becoming a compelling learning tool used to enhance teaching and learning in distance education. Its usage ensures flexible course delivery, makes it possible for learners to access online learning platforms, access course resources and interact digitally. The purpose of this study was to examine the use and effects of the smartphone as a learning tool in distance education at the University of Ghana. The study was based on the Technology Acceptance Model (TAM) and included 294 total respondents. The survey research design and questionnaires were employed for the study. The major objectives of the study were: to find out the students’ perceived ease of use of a smartphone in learning activities, to determine the perceived usefulness of smartphone in students’ academic achievement, to investigate the effect of the use of the smartphone in students’ learning activities, and to investigate the factors that inhibit the use of a smartphone as a learning tool. The findings revealed that distance learning students find it easier to use a smartphone in their learning activities. The findings also revealed that the use of smartphones performed remarkable roles among the distance learning students of the University of Ghana in their academic activities. However, the findings found a negative effect on the distance learning students and revealed some inhibiting factors in the use of smartphones which included smartphones freezing during important learning moments, unstable internet connectivity, intruding calls during class hours, and the screen and key sizes, which made the smartphone uncomfortable for learning, as compared to laptops.



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