Online Teaching and Digital Inequalities

A Reflection on the Practical Challenges in Teaching Logic Seminars in an Online Setting


  • Giulia Lorenzi PhD Candidate, Department of Philosophy, University of Warwick



Online seminar, Online teaching, New forms of inequalities


In this brief piece, I look back at the experience of teaching logic seminars in a fully online setting during the past winter, reasoning on the strategies I adopted to adapt to the situation and to mitigate difficulties emerging from digital inequalities. I highlight how, in some cases, overcoming practical difficulties generated by the online environment led to unexpected positive outcomes and how, in others, the issues persistently affected the students’ experience in a way that was difficult to attenuate.


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Author Biography

Giulia Lorenzi, PhD Candidate, Department of Philosophy, University of Warwick

Giulia Lorenzi is currently a PhD student in the Department of Philosophy at the University of Warwick funded by M4C. The aim of her PhD project is to explain the distinctiveness of the auditory experience of listening to music. Her areas of research mainly concern topics in auditory perception, philosophy of mind and action, and aesthetics of music. Previously, she graduated both in philosophy and in music at bachelor and master level in Italy. In 2020/2021 she taught logic seminars in the Department of Philosophy at Warwick and achieved the Associate Fellow HEA status.

Giulia Lorenzi, author of this article