Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.