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Comparing In-Class and Computer-Mediated Discussion Using a Communicative Action Framework

Deprtment of Urban and Regional Plannig t California State Polytechnic University, Pomona; rwwillson{at}csupomona.edu

Communicative action offers a promising framework for assessing discussion activities in planning education. This article reports on students' ratings of the quality of in-class and computer-mediated discussion in a planning theory class. The computer-mediated discussion was a useful augmentation to strident learning, but it was rated lower than in-class discussion for sincerity, legitimacy, and comprehensibility. The article concludes with suggestions for enhancing the quality of both forms of discussion.

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