Space agnostic or space, place and delivery mode specific – one or the other: Addressing the privileging of the classroom over online learning

Abstract

Purpose The purpose of this viewpoint paper is to address the privileged position that classroom learning continues to hold over online learning and to consider the nuances associated with space and place in learning design and teaching for online learners. Design/methodology/approach It is often believed that the learning that is undertaken in the classroom is superior to the learning designed and delivered for online delivery. In many instances online learners have been subjected to learning and teaching designed for the classroom – learning that is designed for a very different delivery mode, one in which space and place have a significantly different impact on learning, and where connectedness with teaching staff and other students is assumed. Findings No findings as this is a viewpoint paper. Research limitations/implications No research implications as this is a viewpoint paper. Practical implications This paper has practical implications for learning designers and those involved in the design and development of online learning events. Originality/value No originality value as such as this is a viewpoint paper.