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Journal of Planning Education and Research
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Comparing In-Class and Computer-Mediated Discussion Using a Communicative Action Framework

Richard Willson

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.

Journal of Planning Education and Research, Vol. 19, No. 4, 409-418 (2000)
DOI: 10.1177/0739456X0001900410
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