English Language Education Study Program Teaching Learning Empowerment 26 May 2020

1. Online Socialization
Neny Isharyanti

2. Today’s Discussion
• What is online socialization?
• Why is it important?
• Online Learning Community
• Key Elements of Online Learning Community
• Five Stage Model (Salmon, 2013)
• Share your experiences!
• How to promote online socialization in your course?
• Some Considerations

3. Online Socialization
• The process through which the individuals internalize
and learn the rules and values of a specific social and
cultural context through the virtual relational spaces
that are created on the online network (Mínguez &
Hernán, 2009)

4. Why is it important?
• For successful online learning and happy students 

5. Online Learning Community
(CoI)
Teaching presence
•design, facilitation & direct
instruction of cognitive and social
processes
Social
Presence
•Connection with
the community &
being recognized
as a real person
Cognitive Presence
•knowledge construction to
discussion & reflection
Transactional
Presence
•The senses the
availability of,
and
connectedness
with, each party
Adopted from Garrison (2009), Shin (2003)
Educational
Experiences

6. Key Elements of Online
Learning Community
From Cockayne & Palacios (2020)

7. Five Stage Model (Salmon,
2013)
• a framework or
scaffold for a
structured and
paced programme
of e-tivities.

8. Share your experiences!
• What did you do before the course began/during the
course/after the course ended to socialize your
students in the online learning community?
• Group work: https://wke.lt/w/s/4KJgPn
• Before
• During
• After

9. How to promote online
socialization in your course?
• Before the Course
• During the Course
• After the Course

10. Before the Course
• Set expectations and start communication
• Handbook (e.g. Code of Practice, netiquettes)
• Syllabus
• External Communication Channels (e.g. WA, Facebook,
Twitter, mail)
• Orientation Day
• Welcome Message (video introduction, photo collages, FB
posts)
• Webinar (e.g. open day, introduction ‘technical’
workshops)

11. During the Course
• Grow the network and netiquettes
• Icebreakers (e.g. list 5 food that you like)
• Teacher or Student’s Intros
• Informal means of communication (e.g. WA chats, forums, FB)
• Give clear instructions (e.g. when to reply, office hours)
• Negotiate expectations (e.g. grading period, grades,
deadlines)
• Set class rules
• Negotiate roles (moderators, group work, pair work)

12. During the course
• Communicate, moderate and promote online presence
• Weekly message (emails, forum, etc.)
• Set group collaboration
• Synchronous – Zoom, Video Calls, Podcast projects
• Asynchronous – Flearn, Wiki
• Comment on posts, extend the discussion
• Peer commenting
• Informal online gathering
• Post on FBS social media accounts
• Wellbeing check!

13. After the Course
• Students share ideas on final projects
• Informal end-of-semester gatherings
• Online presentation of final projects
• Formal and informal feedback on students’ work
• Formal and informal survey on the course

14. Some Considerations
From Cockayne & Palacios (2020)

15. References
• Mínguez, A. M., & Hernán, C. S. (2009). Online Virtual Communities as a New
Form of Social Relations: Elements for the Analysis. In Cruz-Cunha, M. M.,
Oliveira, E., Tavares, A., & Ferreira, L. (Ed.), Handbook of Research on Social
Dimensions of Semantic Technologies and Web Services (pp. 435-447). IGI
http://doi:10.4018/978-1-60566-650-1.ch022
• Garrison, D. R. (2009). Communities of Inquiry in Online Learning. In Rogers,
P. L., Berg, G. A., Boettcher, J. V., Howard, C., Justice, L., & Schenk, K. D.
(Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 352-355). IGI
Global. http://doi:10.4018/978-1-60566-198-8.ch052
• Shin, N. (2003). Transactional presence as a critical predictor of success in
distance learning. Distance Education, 24(1), 69-86. Retrieved from
https://manchester.idm.oclc.org/login?url=https://search.proquest.com/doc
view/217782151?accountid=12253

16. References
• Cockayne, H. & Palacios, N. (2020) Online
Socialization. A workshop for School of Environment,
Education & Development, University of Manchester
• Salmon, G. (2013). E-tivities : The key to active
online learning. London, UK: Taylor & Francis Group.
• Gilly Salmon’s website:
https://www.gillysalmon.com/five-stage-model.html

17. Any Questions?
Thanks!