Abstract
ABSTRACTOne of many exciting new opportunities for geographical education is the development of online learning environments in general and learning objects in particular. Defined by the International Technology Education Association as ‘human-made environments or systems’, online learning objects are part of the new digital software environment of virtual, and flexible, teaching and learning environments. Major questions for researchers include: What does the student experience in these online spaces? How much teacher scaffolding is required and of what type? In our research we argue the need for a pedagogy of ‘Third space’. This article reports on research in search of this meaning with students accessing online objects located in two different states of Australia.
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