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. After reviewing students ’ evaluation of the Virtual Philosopher exercises, suggestions for improvement of these learning objects will be discussed
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