As technology develops in Higher Education (HE), distance learning has adopted many different guises and supports many different needs (Keane 2013). The purpose of this study was to evaluate the use of Double Robotics on a Doctoral (level 8) postgraduate course at a HE institution. The aim of this project was to generate an understanding of student and tutor experiences more generally, while examining the feasibility and impact of Double Robotics within a doctoral programme more specifically. Data were collected through a series of focus group interviews with the student and tutors over the course of a single semester (10-weeks). The data were subject to an inductive thematic analysis (Braun and Clarke 2006, 2013). The findings of the study shed light on the interactive pitfalls of the technology and contribute to understanding the experiences of distance learners’ engagement. Four key themes were identified: quality of technology, classroom familiarity, tutor facilitation and user isolation. The significance of this study lies not only in assessing the feasibility of Double Robotics but, specifically, shedding light on the nuanced understanding tutors require to enrol and engage distance learners remotely. Most notable, the ‘isolation’ of the learner points to a heightened awareness of context that can help tutors develop robust and durable environments, which embrace both traditional classroom settings and facilitate the addition of distance learners. Building upon Tucker (2013), technological advancements in the classroom must be carefully designed to appreciate the context of the learning environment, the teacher, and the pedagogic experiences of the learners.

随着高等教育（HE）中技术的发展，远程学习已采用了许多不同的形式并支持许多不同的需求（Keane 2013）。这项研究的目的是评估在高等院校的博士学位（8级）研究生课程中使用双机器人技术的情况。该项目的目的是更广泛地了解学生和导师的经验，同时更具体地研究在博士课程中使用Double Robotics的可行性和影响。在一个学期（10周）内，通过与学生和导师进行的一系列焦点小组访谈收集了数据。数据经过归纳主题分析（Braun和Clarke 2006，2013）。该研究的发现揭示了该技术的互动陷阱，并有助于理解远程学习者的参与体验。确定了四个关键主题：技术质量，课堂熟悉度，导师协助和用户隔离。这项研究的意义不仅在于评估Double Robotics的可行性，而且特别是要阐明导师要求远程注册和远程学习者所需要的细微理解。最值得注意的是，学习者的“隔离”表明人们对上下文的认识不断提高，可以帮助教师发展健壮和持久的环境，既包括传统的课堂环境，又促进远程学习者的加入。塔克大厦（2013），