Views From the Screen‐Face: Issues Emerging From an Exploration of the Value of Telematics‐supported Learning

SUMMARY

This paper reports on a small‐scale research project designed to explore the value of telematics‐supported learning in higher education. A micro‐ethnographic approach was employed so as to elicit the stories of three students actively engaged in self‐directed learning on screen. Analysis of the data suggests a number of issues that question the assumption that telematics‐supported learning has value. Additionally the research activity has generated a number of methodological issues that are explored in the text.