24 MSOR Connections 18(1) – journals.gre.ac.uk CASE STUDY Using virtual and physical learning spaces to develop a successful mathematical learning community, both for on-site and distance provision Belinda Huntley, University of South Africa (UNISA). Andrew Middleton, Anglia Ruskin University, UK. Jeff Waldock, Department of Engineering and Mathematics, Sheffield Hallam University, UK. Email: jeff.waldock@shu.ac.uk. Abstract This paper considers learning space and its relationship to student belonging and becoming. Student engagement, satisfaction and academic success are outcomes of a supportive learning community which can flourish in a culture of expectation and behaviour created by providing suitable support structures and by considering the effective use of physical and virtual learning spaces. We describe our innovative use of discipline-specific virtual and physical spaces to develop successful mathematical learning communities, in both a UK university where activities are principally face-to- face, and at a South African university where they are mainly virtual. By comparing our practices and spaces, we explore the ‘equivalence of place’ and the roles of academic staff in fostering the development of professional learner identities through each context. Based on evidence from our respective practices, we make recommendations for designing new learning spaces and for making effective use of existing learning spaces. Although this study focuses on mathematics, many of these suggestions can benefit all disciplines. Keywords: physical and virtual learning space, mathematical learning communities, place, student engagement. 1. Introduction Learning spaces, both physical and virtual, enable a wide range of course-related activities to take place, both those managed by staff and those led by students. In this paper, we present examples of successful course-related practices designed to foster informal learning communities in two very different institutions. This collaborative study considers experience from a UK campus-based university and a South African university where students are predominantly engaged through distance learning. By examining our respective practices, a key objective has been to identify which of these practices may be transferable between our institutions. Informal learning spaces are defined here as any physical, virtual, or blended space in which unscheduled course-related learning can happen. In many cases such spaces may already exist, but in other situations they may need to be created or adaptations made to existing space. We argue that the design of learning spaces intended to foster a sense of belonging and course engagement should aim to,  reflect a strong sense of the discipline;  become a disciplinary ‘home’;  reflect a staff-student partnership ethos;  encourage peer support mechanisms to grow;  have both a physical and virtual dimension;