Participation, learning and examinations in universities and universities are today fulfilled partly through technical aids such as digital platforms, recorded lessons and computerized systems. Several technical platforms and tools are available today to represent the student in the classroom and to convey the information in the course of education. VLE (virtual learning environment) where students participate through chat forums and/or voice communication while displaying projector stream information, appears to be the primary approach to include students not present in the classroom. The research in the field of student representation through a 360-degree camera in the classroom is limited. The camera can enable participation in the classroom by simulating the actual experience of being present. Knowledge of student experiences of the concept is necessary to evaluate implementation opportunities and possible health benefits. Thus, the purpose of the study was to study the concept of distal participation and the potential for improved social health that it can offer in universities through a student perspective. The theoretical framework included SOC (sense of coherence), sociocultural learning with the zone of proximal development and activity theory.  Semistructured interviews were chosen as the method of data collection with twelve participants, and interviews ranging between 15-25 minutes. The data were analyzed with conventional content analysis. Data analysis resulted in three categories: experiences, Technology usage and conditions. Each category also included four subcategories. The study's conclusion is that students' social health can be improved and the experience of participation in education is possible. The students' experiences of the concept of distal participation were positive and they saw opportunities for improvement in the equality of education for students who are homebound.