‘I click, therefore I am (not)’: is cognition ‘distributed’ or is it ‘contained’ in borderless e‐learning programmes?

This paper will problematise the notion of distributed cognition in courses across cultural learning borders, by presenting a narrative case study of six learners’ journeys to online learning. I will argue that although distributed cognition is a widely acceptable theory in e‐learning, it is based on an assumption that the ‘distribution’ of cognition is reciprocal between toolmakers, texts and users, when perhaps, in certain instances, it excludes the life (and learning) world of local learners in the global, borderless environment. In these instances the cognition that is assumed to be distributed is, in contrast, ‘contained’ in the narrative‐in‐action that is familiar to the learners, whose situated knowledge is embedded and embodied in a non‐global discourse ( Henning et al., 2000 ).