My first forays into online learning were projects undertaken to address the “scarcities” of the face-to-face classroom. These were “embellishments” on the classroom that I discussed at the time in terms of collaboration, diffusion, and asynchrony. The “flipped classroom” stands too as a widespread attempt to address the scarcities of the brick-and-mortar learning space. This is why I find myself approaching “online learning” with an attitude different to some of my colleagues. Where some view the online platforms as threatening to “take away” goods associated with the face-to-face classroom, I had first turned to the online platforms seeking relief from the traditional classroom’s scarcities. In a previous post, I wrote about the face-to-face classroom and its scarcities (particularly time, space, permeability, and malleability). This week, I describe two kinds of online learning space and their own scarcities.