The architecture of online learning spaces is lively and controversially discussed for the last years. In contrast, the architecture of offline learning spaces (e. g. school-buildings) is a largely neglected field of educational discussion and research, although „space“ is often regarded as „third educator“ - after classmates and teacher.

Although focussing the same question, there are hardly any connections between these two discourses. In this paper it is argued that the discussion of online learning-architecture can benefit from the pedagogical discussion of offline learning-architecture – and vice versa.

In the first part of the presentation, architectural as well as pedagogical concepts of “learning-spaces” are presented. Examples are shown how pedagocial and architectural concepts are related, how architectural space is supposed to influence / to support / to enable a specific kind of learning.This benefit of relating the two discourses will be exemplified by applying concepts of analysing offline learning architecture to online learning environments (e.g.Diez Aguilar 2006, Gieryn2002, JISC 2006, Rittelmeyer 2008).

In the second part, results of an empirical research project will be presented, focussing on the analysis of online and corresponding offline learning spaces: Starting with exemplary awarded school buildings respective online learning spaces are analysed with regard to architectural, legal, economical, pragmatical, pedagogical and didactical aspects. By this, online and offline learning spaces will be discussed as a space of possibilites, but at the time of constraints and limitations.

Conclusions will be drawn for the design of online as well as offline learning environments.

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