“Which room is the virtual seminar in please?”

New technologies have been seen as the way forward in education, and latched onto as a way of communicating with students at a distance. This has been matched by management expectations of generating income from non‐traditional students, or those unable to attend class. Explores some of the practical and policy “reality gaps” when implementing on‐line learning. Focuses on an evaluation of student feedback when a traditional seminar was replaced by an on‐line learning experience in a university committed to widening participation. Concludes by suggesting ways in which those engaged with curriculum development and using communication and information technology can bridge these gaps.