Socialization of Students in WEB-Based Courses

C. D. Hurt

University of Arizona
E-mail: cdh@u.arizona.edu
URL:

An aspect of WEB-based courses that differs from the traditional courses is the socialization factor. There are at least two aspects to this phenomenon. Two will be discussed here. The first relates to the professional socialization of students into a discipline or field of study. This has an impact predominantly in upper division undergraduate and graduate level courses. The argument is that students need some form of socialization into the mores and normalized behaviors of a profession. The learning on the part of the traditional student is more by passive observation and keying on tacit clues than on any classroom or text-based study. The second socialization factor involves the learning that occurs outside the classroom in dorm rooms and in non-organized activities. One aspect of this learning is peer-based learningÑa very powerful tool.

Learning via the WEB is also a powerful tool but one that can lead to lack of socialization in the traditional sense. The University of Arizona began offering WEB-driven courses in 1994. One of the critical hurdles was determining socialization values for courses offered in this medium. An initial assumption was that socialization, in either of the forms noted above, could be different from that commonly accepted in the traditional environments. A powerful argument was made that, even in the traditional techniques, socialization was not consistent or even as exemplary as might be commonly thought.

Two strategies were developed that seemed to offer some measure of socialization, although different from traditional socialization. The first was to utilize IRC and listserv techniques to break classes into small groups. The strategy that produced the highest level of satisfaction on the part of the students was to break the classes into randomized small groups without regard to individual interests or geographic proximity early in the course. Later in the course small groups were encouraged to develop that focused on mutual interests and, in some cases, geography. The second strategy employed was to offer a series of electronic "brown bags" led by a visible and respected member of the professional field. The most important component of this strategy was the ability of the student to ask questions in a "group" setting as well as ask questions in private email mode.

Satisfaction with the socialization methods was measured by a sampling of students in an active masterÕs degree program. The results of the survey indicate the general acceptance of the socialization techniques. There is a bifurcation in the survey results based on length of exposure the student has to WEB-based courses: The longer the exposure the higher the satisfaction level with the socialization techniques. It is unclear whether the increased acceptance (or the early lack of acceptance) is the result of learned behavior related to WEB-based courses or is the result of conditioned behavior related to expectations on the part of traditionally oriented students.

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