Introduction
As the number of students taking online courses
continues to increase, academic departments are
experiencing pressures to expand course offerings to
include online learning options (Allen & Seaman,
2007). For residential campuses, where students
typically return home during winter and summer
sessions, online courses afford learners options for
continuing to earn degree credits. Not all
“signature pedagogies” of the disciplines however,
are easily adaptable to online learning environments
(Shulman, 2005). This adaptability barrier has
created a lack of learning objects in some
disciplines (Moisey, Ally & Spencer, 2006). In the
discipline of philosophy, the Socratic method using
a dialectic process of inquiry is the distinct
pedagogical practice. While other disciplines may
adopt a Socratic method for investigatory learning,
this didactic technique is foundational to
philosophical inquiry. A challenge for designing
online philosophy courses then arises with how to
incorporate Socratic inquiry into the students’
learning experience.
In the traditional classroom, the Socratic method
serves at least three functions. First, the
open-ended inquiry allows learners to discover the
complexity, difficulty, or uncertainty of a
particular issue. Second, the questioning process
aims to uncover the students’ values, beliefs, or
preconceptions. Finally, the dialogue is designed to
reveal inconsistencies in student responses. Rather
than knowledge being imparted by the “sage on the
stage,” the Socratic teacher is “the guide on the
side” facilitating student metacognition and
knowledge construction (Reich, 2003).
This case study describes the Virtual Philosopher, a
series of digital learning objects which were
created as a Socratic method activity for online
ethics courses. Each Virtual Philosopher is a
scenario-based, active learning exercise designed to
foster students’ reflective analysis and application
of previously introduced course concepts. The
pedagogical aims of these learner-centered objects
are increased student metacognition, development of
students’ logical abilities, and formative
self-assessment of students’ moral reasoning.
Learning and Pedagogical Theories behind Virtual
Philosopher Design
Learning objects might be defined as “interactive
web-based tools that support the learning of
specific concepts by enhancing, amplifying, and
guiding the cognitive processes of learners” (Kay &
Knaack, 2007, p. 6). This pedagogically focused
definition stresses the specific student learning
attributes of the learning object rather than its
technical design features. The Virtual Philosopher
learning objects were designed with a constructivist
model of knowledge (Nurmi & Jaakkola, 2006). With
constructivism, knowledge is created within the
learner’s cognitive structures through exploration,
discovery and confrontation with problems. The
constructivist framework of these problem-based
learning objects permits student understanding to be
shaped by negotiating real-world scenarios,
stimulates learning through cognitive conflict, and
encourages knowledge evolution through reflective
self-evaluation on the viability of individual
understandings (Savery & Duffy, 1995). The exercises
do not culminate with a pronouncement of the “right”
and “wrong” answers but instead let students
discover the implications of their ethical
decisions. So for example, students who adopt an
“all life is sacred” justification for restricting
abortion might be challenged with a scenario where
as a jurist during the penalty phase of a trial they
have to vote for or against a death sentence. Or
students might be asked about the moral
permissibility of eating meat or buying leather
products, given their sanctity of life position.
The learner-centered approach of these exercises is
heutagogy, or self-determined learning (Hase
& Kenyon, 2000). With the Virtual Philosopher
learning objects, students can repeat the exercises
multiple times exploring various path options. The
heutagogical approach relies on double-loop learning
that challenges students’ “theories in use,” values,
and assumptions rather than simply encouraging a
reaction to the issues proposed (Argyris & Schön,
1996).
As students respond to questions, the Virtual
Philosopher tracks the answers for consistency and
at the end of the exercise points out to the learner
any irregularities. By making learners’ thinking
processes visible, students can then use the
information as a metacognitive formative assessment
to monitor, modify, or refine their responses for
any potential biases, pre-conceptions or value
inconsistencies (Bransford, 2000). The cognitive
dissonance created by Socratic dialogue
irregularities encourages development of students’
logical abilities and improved patterns of thought.
Inconsistencies create a kind of stumbling block, a
disequilibrium that provokes student thought and
promotes deeper learning dimensions as students
contemplate avenues for potential resolution (Brogan
& Brogan, 1995).
In working though the Virtual Philosopher exercises,
students are able to engage in a meaning-making
process constructing mental models of theoretical
concepts such as justice, equality, and piracy
(Johnson-Laird, 1980). The learning objects were
not created as stand alone instruments of learning
but were designed to amplify and reinforce
understanding of specific concepts introduced in the
larger learning environment. The Virtual
Philosopher is a tool for students to learn with
rather than a “surrogate teacher” to learn from
(Churchill, 2005). The reflective process is
essential for higher-order thinking and a hallmark
of pedagogically designed online courses (Palloff &
Pratt, 2003). The Virtual Philosopher learning
objects repeatedly challenge students to think about
their thinking and to reflect upon their values and
assumptions.
Finally, while the initial design of the Virtual
Philosopher targeted an indirect experiential
learning of specific concepts, once the Socratic
questioning dialogues were written, student learning
styles became a secondary design consideration.
Since online courses rely heavily on students
reading and writing about a topic, the Virtual
Philosopher learning objects emphasize other
categories in the “VARK” learning styles typology
(Fleming & Mills, 1992). To engage visual and
auditory learning styles, the Virtual Philosopher
learning objects employ streaming videos clips of
the professor presenting a scenario and asking
subsequent questions. Text of the auditory
presentation appears below the streaming video
frame. The “hands on” design of the Virtual
Philosopher exercises involves kinesthetic learners
as the activities require students “do something.”
The actual process of completing each exercise
involves students clicking through numerous choice
options.
Socratic Learning Objects
Structure of Virtual Philosopher
Seven Virtual Philosopher learning objects were
designed for a web-centric (fully online),
interdisciplinary “Ethics & Technology” course (Palloff
& Pratt, 2001).
The Virtual Philosopher exercises are structured
like a logical decision tree. Each activity begins
with a review presentation of course information,
which leads to a question or choice usually
consisting of two to four options (though more are
possible). Selection of an option yields a response
in which more information is presented and another
question or decision choice option is given.
Students’ decisions lead them down different paths
in which any contradictions or inconsistencies are
pointed out. Each exercise ends with some closing
comments upon the students particular selections.
The initial decision
paths of each exercise arose from classroom
experience. Given a particular question, example, or
case presented to students in the traditional
classroom Socratic dialogue there are a limited and
fairly predictable number of student responses.
Utilizing these expected responses each Virtual
Philosopher was designed (in the same way
experienced teachers prepare classroom discussions)
to anticipate a full range of student responses and
to replicate the Socratic method discussion within
the decision tree. Students are encouraged to push
the limits of the Virtual Philosopher to ensure that
it evolves to adequately reflect their questions.
While previous classroom experiences
determine the original
response options, feedback from students’
post-exercise writings are used to add new branches
to the exercises’ decision tree.
The first Virtual Philosopher learning object was
constructed using only text, moving gifs of a man in
a toga, and voice narration. In this initial
exercise, students were asked to select from set of
principles concerning the value of human life. One
of the decisions was between the principle that all
human lives are equally worth saving or some lives
can be more worthy of being saved than others. Later
on in the exercise, the student is presented with an
ethical dilemma in which six different patients are
all candidates to receive one life-saving liver
transplant. Students are given backgrounds on each
candidate patient. For example, the patient who has
waited the longest for a transplant is homeless and
a recovering alcoholic, another candidate is a
single mother with six dependent young children, and
a third patient is an eight-year old child. Students
are then asked to select one of three options.
First, should they begin by a process of elimination
to determine which candidate ought to receive the
liver transplant? Second, should they give the liver
to the person who has waited the longest? Third,
should they determine the recipient via lottery
since all lives are equally worth saving? If a
student selects an answer here which conflicts with
the principle he selected earlier, the inconsistency
is called out. The most common student answer is to
determine the liver recipient via a process of
elimination. In this event students eliminate one of
the six candidates from contention until only one
remains. Each time they attempt to eliminate a
candidate, students are presented with dialectic for
not eliminating the candidate. The exercise ends
with a critique of whatever option the student
chooses and an evaluation of her consistency (or
inconsistency as is often the case even with faculty
participants). At the end of this critique students
are prompted to engage in an online discussion about
their decisions and reasoning. This component is
essential to replicate the Socratic method. The
learning object, which is ordinarily imbedded within
a course webpage, can be accessed at the Virtual
Philosopher website (http://web.uncg.edu/dcl/courses/viceCrime/vp/vp.html).
In an effort to replicate the Socratic method
classroom experience, the second set of seven
Virtual Philosopher learning objects were created
with full video of the instructor. For example, one
classroom discussion, which was replicated within a
Virtual Philosopher learning object, stems from a
classic lifeboat ethics dilemma (Cohen, 2007).
Students are presented with a scenario in which they
are a lifeboat passenger but because the lifeboat
contains more people than it was designed to hold,
there is too much weight for it to remain afloat.
Students are given a little information about the
people in the lifeboat including the fact that one
man is 400 pounds—twice the
weight of any of the
other lifeboat passengers. From classroom
experience, the anticipated student responses as to
how to morally resolve this dilemma include: 1) the
student should jump out of the boat to save others,
2) the student should ask for volunteers to jump
out, 3) the student should suggest drawing straws to
see who gets pushed out of the boat, and 4) the
student decides that the large man should be pushed
out to save everyone else. While other resolutions
are possible, (including that no action be taken
thereby allowing the lifeboat to sink) these four
options capture the vast majority of student
responses. Whatever option a student selects then
initiates a Socratic inquiry into the motives and
moral implications of the chosen action. The student
may then, upon reflection, opt to abandon the chosen
action and pick a different solution or
if firm in his view
continue with the planned action. For example if, as
is most common, the student chooses to push the
large man out of the boat to save others, the
student is presented with an argument that this
would be murdering an innocent man – a clear
violation of his right to life – and therefore would
be immoral. Some students backtrack at this
point whereas most accept
that their decision is a violation of the man’s
rights, but is justified for the greater good. Then,
a further attempt to dissuade the student is
provided whereby the example is changed such that
the large man is the student’s beloved brother and
does this alter the morality of her chosen action?
No matter what option students select in this
exercise, they are pushed to abandon their position
and choose another action until they eventually
decide on a view they are willing to defend against
criticism. This scenario is part of a larger Virtual
Philosopher exercise available on the web at:
http://web.uncg.edu/dcl/courses/ethicsTechnology/video/VP/ethics_vp3/vp3.
Distributive Justice
The simplest structure used in a Virtual Philosopher
learning object was designed to encourage student
understanding of the
concept of distributive justice. After a brief
conceptual review of distributive justice, students
are presented three cases in which they have
three methods of distributing the good in question.
The three cases ask students to distribute
scholarship funds, a pizza, and to impose a tax
burden. Although the cases differ, the solutions
follow a consistent theoretical pattern; students
choose a distribution based upon need, merit, or
equality. After selecting a just distribution to
each case, those students who consistently resolve
all cases, end the exercise with an explanation of
the theory they have applied and some criticisms for
them to consider concerning that theory in practice.
Those students who vacillate between theories have
their inconsistency explained to them and are
directed to go back and apply consistency in their
decision selections. This learning object can be
viewed at:
http://web.uncg.edu/dcl/courses/ethicsTechnology/video/VP/ethics_vp4/vp4.html.
Digital Property
The most complex Virtual Philosopher learning object
structure to date focused on questions of
intellectual property. After some background
information, students are asked to choose between
two competing definitions of theft. They are then
given four cases which they must classify as theft
or not given their chosen definition. Those that
apply the definition consistently go on to choose
between two conceptions of what makes theft wrong,
one based on a Kantian moral theory and the other on
Utilitarian view of morality (Slote, 2005). Students
are subsequently provided
a series of seven cases and asked to classify
actions as morally justifiable or unjustifiable
given their combined concept of theft and
whether they adopt a Kantian or Utilitarian notion
of the wrongness of theft. Since students make two
different “A or B” decisions, there are four
distinct theoretical notions, each of which
interprets the seven cases differently. Those
students who apply their chosen theoretical notions
consistently successfully complete the exercise;
those with inconsistent theoretical applications
have this pointed out to them, are provided
solutions to their inconsistencies, and are directed
to start over until consistency is achieved. This
more complicated decision tree model required at
least eight different outcomes in order to
accommodate the variety of choices students could
make. The learning object can be viewed at:
http://web.uncg.edu/dcl/courses/ethicsTechnology/video/VP/ethics_vp5/vp5.html.
Cookie Dough
In one Virtual Philosopher learning object an
experiment was tried that has yielded some of the
more positive student responses. The exercise
involved the use of an analogy between four
arguments for when we become full persons
(conception, implantation, viability, or birth) and
the question “when does cookie dough become a
cookie?” (when the ingredients are mixed in the
bowl, when the dough is placed in the oven, when
they are mostly cooked, or when they emerge from the
oven fully cooked). This analogy was then filmed in
segments with the instructor actually baking cookies
while explaining the various arguments. The students
then choose their responses and follow a branching
tree challenging their answers. This experimental
“on location” style really grabbed students’
attention and interest in the material. Rather than
simply presenting content through a lecture-like
camera view, this on location illustration of the
content engages students thus promoting a deeper
understanding of the material. Student surveys
confirmed a preference for using imaginative video
locations and activities to convey the material. The
possibilities for creative teaching opportunities
abound limited only by instructional imagination and
the requirement that student choices are planned out
in advance. Many experienced teachers, however are
well versed in the most prevalent student questions,
which then can be built into these types of
exercises. The cookie dough learning object can be
viewed at:
http://web.uncg.edu/dcl/courses/ethicsTechnology/video/VP/ethics_vp6/vp6.html
Student Assessment
To assess students’ perception of the Virtual
Philosopher’s learning value, an end-of-course
survey was administered. Of the 51 enrolled
students, 38 completed the anonymous survey for a
response rate of 74.5%. The survey consisted of six
multiple choice/ranking and five open-ended
questions. The respondents were primarily
non-traditional students (71%) with 24% of the
students over age 40. As Angelo and Cross note,
assessment of specific types of assignments yield
the most useful data from adult learners because
these students “have some experience and perspective
to bring to their assessment of the assignments”
(1993, p. 356). Twenty-four percent of the students
were male and 76% were female. All respondents had
completed at least one web-centric course with 45%
of the respondents having completed between five and
ten online courses and 18% of students completed
more than ten online courses. Twenty-nine percent of
the respondents were online only learners, 45% were
primarily traditional on-campus classroom students,
11% enrolled in an even mixture of web-centric and
traditional on-campus courses, and 15% of students
were primarily but not wholly online students.
Since the Virtual Philosopher learning objects were
designed as an ungraded, formative assessment to
amplify and reinforce students’ understanding of
specific concepts while allowing them to discover
the implications of their ethical decisions, the
exercises were supplemental, not required. Of the
seven Virtual Philosopher exercises available in the
courses, 41% of respondents completed all seven
learning objects, 34% of students reported
completing between 4 to 6 exercises, and 25% of
students worked through between 1 and 3 exercises.
When asked about how students used the Virtual
Philosopher learning objects, 18% of students
responded “I always
answered using only one path”, 8% of students
responded “I only explored multiple paths when I
changed my mind during the inquiry process”, 47% of
students indicated “I sometimes explored multiple
paths because I was curious where they would go”,
and 26% of students responded “I almost always
explored multiple paths to see all aspects of the
exercise.”
Open-Ended Question Responses
With the open-ended survey questions, several themes
appeared. First, the value that students found in
the Virtual Philosopher learning exercises often
correlated with whether the students perceived
themselves as outgoing or shy personalities. This
result aligns research that shows introverted
students generally perform particularly well in
online courses frequently becoming quite verbal and
interactive (Palloff & Pratt, 2001). Second, some
students clearly identified how the intentional
design of the Virtual Philosopher aligned with their
self-identified learning styles. Finally, many
respondents indicated that the Virtual Philosopher
exercises required greater student attention and
provoked metacognitive thought. Students were asked
to compare the online
Virtual Philosopher
exercise to
an in-class discussion with an instructor. Sample
responses included:
I loved the virtual philosopher. It really points
out things that you might not otherwise think about,
forcing you to make better decisions.
It requires a lot more time and attention than in
class.
I am a visual learner and enjoyed the virtual
philosophers a lot! I would compare them fairly
equivalent. Although a teacher is still not right in
front of you, the visual aid helped me tremendously.
…I don't think it could ever be as good for me as a
live class. I'm a very socially-interested person,
and I enjoy the interaction with professors and
students.
I am a visual learner, so it was nice to be able to
look over everything and have time to process it
without having to think on my toes like I would in a
discussion. I was able to answer most of my
questions this way.
When asked “Are
there any ways in which
the Virtual Philosopher exercise is better
than a classroom discussion with an instructor?”
students responded that this anonymous, private
learning environment allowed them to be more honest
with their responses. Introverted students also
noted the how the exercises’ non-public setting
facilitated their participation in the activity.
Students commented:
Yes, because I am not embarrassed to answer how I
truly may react to a situation.
You can answer truthfully and not feel like it is
the wrong answer.
…you don't have to fear you will answer
"incorrectly" or be judged for your answers.
You could be totally honest with your thoughts.
Yes, you have more freedom to explore various
answers, scenarios. Some people are shy and don’t
like direct interaction with instructors.
I think it could be better in the fact that I don't
feel nervous or embarassed [sic] about my responses,
like I would in a classroom. I felt like I could
participate more. (Normally, I am a very shy
student.)
Shy students who are reluctant to speak up and
discuss things in a classroom setting would feel
more comfortable with the virtual philosopher.
The asynchronous nature of the Virtual Philosopher
learning objects and the lack of time limitations
seemed to reinforce deeper learning and
self-reflection. With scenario-based exercises,
students’ learning shifts from a focus on memory,
recall and recognition to problem solving and
critical analysis (Naidu,
S., Menon, M., Gunawardena, C., Lekamge, D., and
Karunanayaka, S.,
2007). Student remarks included:
Being able to ponder the questions raised because it
allowed me to go into depth with my thinking. Plus
I could work at my own pace.
I liked the virtual philosopher exercises because it
made you think outside the box. It gave a broader
base to concepts and ideas which allowed you to
analyze issues with more depth. It was a thinking
prompter.
They made me think more about the complexity of the
issues we face - and reinforced that there is no
easy answer in most cases.
I liked the way I could go back and change my
answers after hearing, normally, why my answers may
not be the best choice. I was able to find out what
I really agreed with and my eyes were opened to new
possibilities. (As corny as that sounds!)
Gave me interaction time.
Rarely in class situations does the professor offer
you unlimited time to ponder a topic before you
respond.
When students were asked to identify their “favorite
Virtual Philosopher exercise” the “cookie dough” and
the “lifeboat” scenarios were most selected.
Students commented that the “cookie dough” learning
object was “a topic that I feel a little stronger
about,” “it put a very sensitive issue into a
discussable one,” and “I loved the way it applied to
what we were studying and the humor kept me
engaged.” Students responded “lifeboat” Virtual
Philosopher exercise “was probably the most thought
provoking for me,” and “I thought I knew whether I
was a Kantian or a Utilitarian, but was unclear!”
Conclusions
The online classroom setting might be better suited
to Socratic method discussion than a traditional
setting for two reasons (Whiteley, 2006). First, a
traditional classroom discussion has time
constraints. When student self-discovery is
beginning and the allotted class period ends, it
very difficult to recapture the dialogue at the next
class session. Second, the ephemeral nature of a
traditional classroom makes it difficult for
students to accurately remember all that is said.
With an online course these two barriers are
overcome. Time boundaries are absent (although
deadlines exist) and students often have a textual
record of what was said or can replay video/audio
transmissions.
Although the Virtual Philosopher learning objects
adequately replicate the Socratic method “signature
pedagogy” for philosophy in online courses, three
improvements might be made. Some students were
unsatisfied with the answer choices provided within
the decision tree options. Students queried “could
there be other paths to consider in addition to
those outlined by the choices?”
and suggested that the Virtual Philosopher exercises
should incorporate an open-ended textbox option
where students would be able to “input
responses by typing them in.”
Another improvement suggested by students was
cumulative tracking of decision responses. After
completing an exercise, students indicated
they “would like to have seen what path my
classmates’ chose” and suggested integrating an
exercise results chart at the end of the activity.
A final improvement the instructors are considering
is a greater overlap between the Virtual Philosopher
learning objects and the required discussion
exercises. This pedagogical intersection would be
particularly helpful for increasing students’
conceptual understanding and the meaning-making
process.
The next series of Virtual Philosopher learning
objects in development aims to improve students’
connection with ethics case studies (Brooke, 2006).
Simply reading cases often fails to convey to
students what it is like to be in the situation.
Since they generally know the outcome of the case,
students use this lens as a way to judge what should
have been done along the way. Thus the next series
Virtual Philosopher exercises will place students in
a decision making role as ethics events unfold
around them. Information and suggestions will be
provided from various characters and then students
will be asked to choose an option which then leads
to more information and more challenges requiring
their decisions. This model aims to give students a
broader sense of what they are likely to face in the
real world and relies on a holistic view of active
learning by including information gathering,
experiential learning, and reflection (Fink, 2003).
For example, students think it is obvious now that
the Enron accounting practices of hiding debt in
partnerships was wrong because they know what
happened. The real challenge is to present the
decision to create these partnerships as a way to
prevent a decline in stock price and to “help the
company through troubled times” as a real dilemma to
be resolved without knowing the consequences.
Recognizing how easy it is to go down the wrong path
is of more value than simply knowing that Enron went
down the wrong path.
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This work is based on a 2007 presentation at the
MERLOT International Conference.
New Orleans,
LA.
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