In the digital realm, there seem to be two broad orientations toward “third spaces”—those social or semi-public zones beyond home and work or school: “visitors and residents”. Visitors drop in, read, perhaps leave a comment, and move on. Residents linger, contribute, and shape the space through their ongoing presence. This distinction is visible in both students’ and teachers’ behavior in digital learning environments.
In real life (IRL), third places demand more commitment: we physically go there, invest time, and often share parts of our lives with others. That effort tends to foster deeper ties. In digital worlds (DW), entry barriers are much lower. We can log in and out instantly, remain anonymous, or disappear entirely. This ease changes engagement. Digital third spaces often attract numerous brief interactions but fewer sustained, trust-rich ones. The friction of IRL—travel, time, and face-to-face exposure—acts as a natural filter that promotes commitment. In DW, that filter largely vanishes, producing a different rhythm of presence and depth.
Because people can control their exposure more online, many are selective about what and when they share. In IRL, reticence might come from shyness or fear of judgment. In digital spaces, similar feelings exist, reinforced by new concerns—privacy, visibility, or the permanence of one’s words. As a result, individuals “tailor their participation” by using pseudonyms, selective disclosure, or asynchronous posting that allows time to compose thoughts. Digital environments make it easier to create an interaction that feels safe and authentic to one’s comfort level.
Communication habits also differ. Some are “talkers” who thrive on real-time dialogue, while others are “listeners” or “reflectors” who prefer to read, think, and respond in their own time. Digital third spaces, unlike traditional classrooms, support both modes. This flexibility can empower quieter or more reflective voices who might struggle in fast-paced discussions. From a teacher’s perspective, it is essential to design spaces that welcome both synchronous and asynchronous engagement—live conversations alongside slower forums, journals, or chat threads. From a student’s view, it is equally important to experiment with these modes, finding one’s rhythm between immediacy and reflection.
Engagement in third spaces is, therefore, a matter of “adaptation”—learning how to participate, what to share, and when to step in. For some, becoming a “resident” leads to stronger connection and belonging; for others, remaining a “visitor” is sufficient. The most inclusive digital third spaces are those that allow both: easy entry for light engagement and safe pathways toward deeper involvement.
From the “teacher’s side”, the challenge lies in creating a culture of trust. Digital third spaces—whether a forum, chat group, or online classroom—thrive when learners feel invited but not pressured. Teachers must act less as authority figures and more as facilitators who model openness and respectful curiosity. Thoughtful scaffolding, clear norms, and genuine presence help the space mature into a learning community.
From the “student’s side”, digital third spaces can be liberating. They offer new ways to express thoughts, seek support, and develop a sense of voice. Yet remaining always on the margins may limit opportunities for growth and belonging. Active participation, even small gestures of sharing, can turn a digital platform into a genuine community.
In sum, digital third spaces reshape our engagement but do not remove the human dynamics of trust, identity, and habit. Both teachers and students must continually negotiate their roles—visitor or resident, talker or listener—and find personal balance. Over time, these shared digital environments can evolve into meaningful places of learning, reflection, and connection, bridging the personal and professional dimensions of our lives.
References
https://fiveable.me/key-terms/introduction-to-literary-theory/third-space
“Third places” as community builders | Brookings
Viviana Daza, Greta Björk Gudmundsdottir, Andreas Lund, “The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education,” International Journal of Educational Research, Volume 127, 2024,
Rotich
Well said Andreas, this is a good picture of third space in the digital world.
Lia Araujo
Andreas, as we had the opportunity to share before in our meeting, I can see the gains and opportunities of third spaces and I really liked the way you presented them. But, as you mentioned, the gain the creative and collaborative potential we must pay careful attention to boundaries, moderation, inclusivity, and digital literacy to minimize risks.
It will be a pleasure to continue these reflections in our future meetings!
Qusay Hamdan
I really liked your reflection. it captures the difference between how people show up in digital and real-life third spaces in a really clear way. Your point about “visitors” and “residents” makes a lot of sense, especially when you connect it to students and teachers. I’m curious about how can teachers invite people to move from just dropping in to really being part of the space, without making it feel forced? And do you think the kind of depth that comes from online reflection could, in some ways, match or even replace the depth that physical presence creates?