Abstract

While discussion is a hallmark of philosophy teaching methods, some instructors express doubt as to the possibilities for its meaningful implementation in online classes. Here, I report on a routine that utilized synchronous and asynchronous discussion strategies to promote community-building and critical engagement in an educational philosophy class forced online due to the COVID-19 pandemic. Before class, students used social annotation software to collaboratively read a text. During class, we pursued whole-group discussion using student-centered strategies before breaking into partners for small-group work on a written discussion prompt. After class, students individually replied to the prompts written by these small groups. Results show that students found that this routinized structure promoted engagement with the course content and each other, ultimately building a community that supported critical thinking in the virtual classroom. Implications are raised regarding instructor workload and control over course outcomes.