Do Distance Learning Efforts in Urban Planning Education Cut Short the Educational Experience?

Abstract

The application of distance learning to urban planning holds promise for reaching a broader planning education audience. While technology can bridge the gap between the classroomand the remote learner, the distance learner may be denied the opportunity of face-to-face communication, collaboration and inter-action when the traditional classroom experience is abandoned. This may not be in the best interest of students nor the clients assisted in the planning process. This article investigates the concern that technology-enhanced distance learning will reduce student experiences in communicating with others, collaborating on projects, and interacting with students, faculty and clients—group processes typically experienced in the classroom setting. It concludes that the pursuit of distance learning may not be in the best interest of the profession if it cuts short essential student experiences.

An Online Course Introducing GIS to Urban and Regional Planners

“…Educators in planning (Lawhon 2003) and related fields such as geography (Dibiase 2000) express reservations about the effectiveness of e-learning, but at the same time the benefits for enriching the quality of learning resources and expanding the reach of education needs to be weighted into the argument. Accepting that elearning is inevitable, it is important to review the way course design and facilitated learning takes place (Lawhon 2003).…”

“…Accepting that elearning is inevitable, it is important to review the way course design and facilitated learning takes place (Lawhon 2003). E-learning has changed the way learning occurs with a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions (Lebow 1993;Ally 2004).…”

Development of an integrated GIS and land use planning course: impacts of hybrid instructional methods

“…Deadman et al (2000) as well as Lawhon (2003) indicated that online courses can never be a substitute for classroom instruction. Rather, self-learning modules should be designed to complement, rather than replace, the existing traditional approaches of the classroom (Zerger et al, 2002).…”

“…Educators have also raised questions concerning the effectiveness of technologyenhanced online courses, particularly if it cuts short essential student experiences (Ali & Doan, 2006;Lawhon, 2003). Deadman et al (2000) as well as Lawhon (2003) indicated that online courses can never be a substitute for classroom instruction.…”

“…A number of factors have hindered the development of e-learning in planning, including a limited budget for developing and acquiring innovative educational technology, inadequate compensation of excessive time devoted by faculty members, the reluctance of experienced/seasoned faculty members who consequently leave the responsibility to the tenure track faculty members who are already overloaded with other stuffs, etc. (Lawhon, 2003). Educators have used two approaches to deliver instruction as a part of the e-learning process: (a) replacement of existing teaching methods (e.g., in-class activities) by delivering learning materials using the web, and (b) online learning as a way of enhancing existing teaching methods.…”