Abstract
The evolution of online learning within higher education has elicited an emergence of new expectations for students. These exceedingly high standards can potentially impact students' emotions and attitude towards online learning. Anxiety and technology acceptance are two influential constructs that can highly affect academic performance throughout virtual courses. Therefore, this project seeks to measure the relationship between online learning anxiety and technology acceptance among undergraduate students. Through the development of an online survey, we explored these constructs, collected preliminary data and aim to reveal initial results and procedures of this pilot study.