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Abstract
Much has been written about the use of information and communication technology (ICT) in distance learning environments. A quick Google search turns up as many as 178,000 links to the term. ICT has been less used and discussed as a means of communication between research student and supervisor – particularly where this is the major means of student delivery, tutorial input and critical direction. This article discusses how an education research project depends on communication between student and supervisor via the Internet and emails, rather than face‐to‐face meetings. It examines the opportunities and drawbacks of ICT and also how emails, webpages and the Internet help the supervisor, research student, and also participants who provide the research data, to examine and reflect on questions asked and issues raised. It is argued that the use of ICT facilitates strong reflective processes. There is a focus on issues of power and control, which are always at the heart of human activity.