Collaborative Civic Engagement During COVID

Abstract

Research shows that inquiry-based learning, which includes critical reflection, reasoning, and autonomy of thought, is more effective than the traditional lecture and fact-finding method. With COVID changing the mode of education to online pedagogy, this study assessed student critical inquiry on an online collaborative website. Evidence revealed that students across two classes challenged each other and added information furthering critical inquiry. In addition, they revisited the weekly questions expanding the deliberative process across both their posts and responses. This study finds evidentiary proof that interaction is an invaluable method to engage students in academic inquiry-based deliberation despite the mode of education changed due to COVID.