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The advent of Internet technologies since decades ago has propelled distance learning drastically. In this modern world, knowledge develops so fast that the amount of intellectual information that needs to be learnt before it becomes obsolete again is so huge. Distance learning through the use of Internet technologies has the advantage of being able to get across the information to the students remotely and effortlessly. The other advantage, which is the main focus of this paper, is that students are able to learn from their instructors on an entirely new media platform - the Internet-enabled and tangible user interface. This paper discusses how to use two main new media: multi-modal Internet technologies, namely remote physical interface and remote augmented reality technology in distance learning.

Current technologies, especially digital media have developed very fast in the last ten years, bringing changes to our lives and presents new challenges, opportunities and new requirements which are different from conventional delivery modes in education. Mixed reality (MR) technologies, with the features of immersive and tangible interaction, have been explored in education, which provide a more 'engaging' experience to learners. In this article, we will introduce a MR classroom developed for a local primary school in Singapore that includes two modules – solar system and plant system, and a MR exhibition about evolution, which was a public exhibition in the Singapore Science Centre. This novel, interesting learning experience is provided by combining tangible interactions and MR technologies. To identify and address usability and usefulness issues, a study on our MR classroom was conducted. Participants were surveyed on their perceptions towards the MR classroom systems. Preliminary results seemed to indicate participants' intention to use MR for learning, and it was influenced directly by perceived usefulness, and indirectly through perceived ease of use and social influence.