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

Abstract

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.