socialization in the online classroom

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dc.contributor.authorIrwin, Christopher
dc.contributor.authorBerge, Zane
dc.date.accessioned2019-11-12T16:32:13Z
dc.date.available2019-11-12T16:32:13Z
dc.date.issued2006-03
dc.description.abstractThe 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.en_US
dc.description.urihttp://ascilite.org/archived-journals/e-jist/docs/vol9_no1/papers/full_papers/irwin_berge.htmen_US
dc.format.extent7 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2lnqm-kpma
dc.identifier.citationIrwin, Christopher; Berge, Zane; Socialization in the Online Classroom; e-Journal of Instructional Science and Technology 9,1 (2006); http://ascilite.org/archived-journals/e-jist/docs/vol9_no1/papers/full_papers/irwin_berge.htmen_US
dc.identifier.urihttp://hdl.handle.net/11603/16246
dc.language.isoen_USen_US
dc.publisherUniversity of Southern Queenslanden_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Graduate School
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectstudent socializationen_US
dc.subjectonline learningen_US
dc.subjectcommensurate anxietyen_US
dc.subjectUMBC Instructional System Designen_US
dc.subjectstudent socialization in cyberspace
dc.subjectonline socialization
dc.titlesocialization in the online classroomen_US
dc.typeTexten_US

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