There is a significant gap in higher education research on promoting learning among online communities of students within a degree structure. This paper will go somewhat towards addressing this gap by articulating the findings of recent research at the University of New England. From a broader context, this paper is informed by research on the wellbeing and sense of 'becoming' for the student in the university community, on the first year experience, the disciplines, digital humanities, social media and education and teaching in the large online units. To date however, there has not been a significant discussion about the degree community, particularly the Bachelor of Arts Community. This is surprising given it is a popular degree and at the University of New England, for example, it remains one of the largest student groups. This paper shares the experiences of current research exploring methods for effective and meaningful community learning for this student cohort. This paper will critique the online learning spaces through the metaphor of teaching in the margins. This approach is reflective of a poststructuralist standpoint of working in the fold, and more recent approaches to thinking about learning spaces; the "betwixt" and postmodern emergence In this context the margins are representative of the discourse of the community of students enrolled in a degree instead of a particular unit. More significantly the marginal status is reflected in the way the boundaries of on and off campus are troubled and notions of distance brought into question. Contributions to this community are non-assessable yet sit neatly within Lave and Wenger's notions of communities of practice and peripheral learning. The strength of this pedagogical practice has been evident in our data: in the affirmation of collegial discourse, a sense of belonging and meaningful epistemological engagement.
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