This project intends to improve the adoption and utilisation of distance education in China’s underdeveloped regions. In this study, we plan to use government/school funded information and communications technology investment as an exogenous intervention that enables Internet access for teachers. The teachers’ subsequent online shopping activities quantify their internet proficiency. We will then measure this effect of proficiency against the intensity of distance education engagement. Therefore, we will empirically identify the obstacles in current engagement, design treatments for improvement (e.g. monetary incentives, training on flipped classroom), and eventually test the treatments using field experiments.