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.