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The paper reports an empirical study of the use of videoconferences in decentralized university education. The study focuses on breakdowns that occur during the transition of educational practices from regular classrooms to videoconference-based environments. It was found that the main cause of breakdowns was discoordinations of teaching and learning resulting from physical and organizational distribution of decentralized education. The paper concludes that implementation of educational activities in new types of learning environments requires both downwards contextualization, an adaptation to the limitations and affordances of the environment, and upwards contextualization, locating the activity in a larger-scale context.