An Argument for Asynchronous Course Delivery in the Early Stages of the COVID-19 Pandemic

Teaching Philosophy 45 (3):335-359 (2022)
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Abstract

I argue that campus closures and shifts to online instruction in the early stages of the COVID-19 pandemic created an obligation to offer courses asynchronously. This is because some students could not have reasonably foreseen circumstances making continued synchronous participation impossible. Offering synchronous participation options to students who could continue to participate thusly would have been unfair to students who could not participate synchronously. I also discuss why ex post facto consideration of this decision is warranted, noting that similar actions may be necessary in the future and that other tough pedagogical cases share important similarities with this case.

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Jake Wright
University of Minnesota, Rochester

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References found in this work

Political Liberalism.John Rawls - 1993 - Columbia University Press.
The Truth Doesn’t Explain Much.Nancy Cartwright - 1980 - American Philosophical Quarterly 17 (2):159 - 163.
Seven Arguments Against Extra Credit.Christopher Pynes - 2014 - Teaching Philosophy 37 (2):191-214.

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