The shift of evidence-based, active and inquiry-based pedagogy to online modalities has typically been done with a synchronous model, using video conferencing technology to facilitate interaction and collaboration amongst students. Such an approach can be infeasible for some students and create inequitable situations within a class. This paper details an implementation of using discussion boards to conduct an asynchronous inquiry course in Modern Geometry. Some advantages and drawbacks of this delivery are discussed. Finally, lessons learned from this implementation are laid out, as well as some advice for instructors who wish to implement such a course, or use discussion boards to supplement their current courses.