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.