Lesley Gourlay explores how the distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. This paper has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.
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