Abstract
Distance education (DE) learning environments are considerably different to those of typical classrooms where students engage on a face-to-face basis with their teachers and peers. In remote settings these face-to-face opportunities are limited and sometimes non-existent. This investigation focuses on the infl uence of new technologies on the pedagogical practices of teachers and their students in remote DE settings. A place pedagogy framework was utilised to consider the changed practices of DE teachers using satellite communications for lesson delivery. Findings of the study detail the initial hopes and aspirations of these teachers, the realities of their new practice and the challenges and demands of teaching in DE settings.
