socialization in the online classroom

Abstract

The potential represented by the use of computer-mediated conferencing and instruction offers access for and collaboration among learners around the world. Yet, an important aspect of successful online learning experiences—student socialization in cyberspace—appears to suffer from a somewhat fractured research history. Some research indicates that difficulties exist with consistent definitions of socialization while other studies struggle with the issue of efficacy of socialization in achieving desired learning outcomes. The purpose of this paper is to look at the different ways in which socialization has been conceived and studied; examine the underlying theoretical structure of online learning that is affected by socialization in the online classroom and consider effects of teachers upon the online classroom. Nearly every student who ventures into the realm of online learning has wrestled or will wrestle with the question of online socialization at some point. It is such a central element in the experience that one can hardly avoid it. Still, not everyone is aware of the fact that online socialization is so much more complicated than it seems at first glance. It is evident that face-to-face communication is not available in online courses and that class “meetings” may either be more flexible or altogether non-existent. These factors combined can give the online student a great sense of freedom; however, with that freedom is a commensurate anxiety that is also brought about by these self-same factors. In this respect, these factors may give the student a sense of isolation and discomfort. Research done by Nicol, Minty and Sinclair (2003) featured comments made by students in a Masters-level course who reported that they withheld their input in online exchanges because “they were uneasy about the impoverished social nature of online discussions” (p.274). Orey, Koenecke and Crozier (2003) concluded that the students with whom they worked during an online learning experience developed stronger connections outside of the online environment than they did within that milieu. Hill (2001) also found a lack of gratification with Web-based learning that dashed the hopes of many who championed it.

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