BackgroundTelehealthcare involves the use of information and communication technologies to deliver healthcare at a distance and to support patient self-management through remote monitoring and personalised feedback. It is timely to scrutinise the evidence regarding the benefits, risks and costs of telehealthcare.Methods and FindingsTwo reviewers searched for relevant systematic reviews published from January 1997 to November 2011 in: The Cochrane Library, MEDLINE, EMBASE, LILACS, IndMed and PakMed. Reviewers undertook independent quality assessment of studies using the Critical Appraisal Skills Programme (CASP) tool for systematic reviews. 1,782 review articles were identified, from which 80 systematic reviews were selected for inclusion. These covered a range of telehealthcare models involving both synchronous (live) and asynchronous (store-and-forward) interactions between provider and patients. Many studies showed no differences in outcomes between telehealthcare and usual care. Several reviews highlighted the large number of short-term (<12 months) feasibility studies with under 20 participants. Effects of telehealthcare on health service indicators were reported in several reviews, particularly reduced hospitalisations. The reported clinical effectiveness of telehealthcare interventions for patients with long-term conditions appeared to be greatest in those with more severe disease at high-risk of hospitalisation and death. The failure of many studies to adequately describe the intervention makes it difficult to disentangle the contributions of technological and human/organisational factors on the outcomes reported. Evidence on the cost-effectiveness of telehealthcare remains sparse. Patient safety considerations were absent from the evaluative telehealthcare literature.ConclusionsPolicymakers and planners need to be aware that investment in telehealthcare will not inevitably yield clinical or economic benefits. It is likely that the greatest gains will be achieved for patients at highest risk of serious outcomes. There is a need for longer-term studies in order to determine whether the benefits demonstrated in time limited trials are sustained.

This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and relating to the pedagogical use of weblogs and wikis in particular. These themes relate primarily to the academy's tendency to constrain and contain the possibly more radical effects of these new spaces. Despite this, the findings present a range of student and tutor perspectives which show that these technologies have significant potential as new collaborative, volatile and challenging environments for formal learning

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Game consoles have been adopted as a learning platform in school education. However, there is a scarcity of studies examining the utility of games consoles with built-in WiFi as affordable learning platforms in universities. This paper contributes to knowledge about the capacity of the Nintendo DSi to create new learning spaces mediated and supported by DSi consoles, free Flipnote Studio software for DS and a dedicated course website. An application of the DSi is described for remote supplemental language tutorial activities linking a dispersed body of students on a year-abroad programme. It was found that the use of DSi as a mobile learning platform has great potential if it is used in combination with shared webspace, such as Hatena, by increasing students' learning motivation and eliminating fears/uncertainty about their progress.