Abstract:

For more than a decade, online debates have been a significant teaching and learning tool adding value to the learning experience in various ways. This paper researches the literature on the general use of online debates at the tertiary level to establish the criteria that ensures optimal use of this learning environment. A reflective analysis on the use of online debates as assessment tasks for an urban planning subject for undergraduate property economics students is also presented. The observations of the lecturer and the reflective feedback of the students are examined to highlight what works well and define any areas that need improvement. The debates have become a valuable teaching and assessment tool in these classes, however their major contribution is the provision of an engaging learning experience by raising interest in contemporary planning issues and promoting important academic skills and attributes in an open and supportive forum.

Keywords:

Online debates, built environment education.