This document discusses online socialization and promoting online learning communities. It begins by defining online socialization as the process of internalizing rules and values through virtual relationships. It then outlines the importance of online socialization for successful online learning. Key aspects of online learning communities discussed include teaching, social, cognitive, and transactional presences. The document also summarizes Salmon's five stage model for structured online activities and lists considerations for developing online socialization. Throughout, it provides examples of strategies to promote socialization before, during, and after online courses.

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!