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.