Sociological Teaching in Asynchronous Classrooms—How to Encourage Social Interaction and Critical Thinking in Online Classrooms

Since Covid-19, online classes have grown rapidly. Growing numbers of universities have started to offer online BA and MA degrees in sociology. This paper explores teaching pedagogies in asynchronous teaching in sociology. Using qualitative data from students (n=860) in the last 4 years of online asynchronous classes, this author raises 3 critical questions about sociological teaching online: 1. How to generate students’ interaction in asynchronous online classrooms? 2. How to create an environment of critical thinking in asynchronous online classes? And 3. How to check teaching effectiveness in online asynchronous classes? Study findings revealed that asynchronous classes, when assisted with proper online learning tools, can generate and encourage students’ interactions at their own time and space. Traditionally shy or quiet students have a chance to speak up in the comfort of their home or office. Discussions are freer and more open. The ways to enhance critical thinking in asynchronous online classes include experiential learning, comparative learning projects, and summary and reflective learning projects. Teaching effectiveness can be checked through combining quizzes, essays, learning projects, and learning reflections. Online asynchronous classes meet the demands of students who are working and studying or who have families with young children. Developing effective sociological teaching pedagogy for online classes is critical for the future of sociological teaching.