Research poster sessions are an excellent example of how scientists rely not only on technical skills but also on interpersonal interactions, communication, and other behaviors learned from participating in social environments. This process of learning is described by social cognitive theory, and particularly its aspects of self-regulation, self-reflection, and self-efficacy. Social learning and cognitive apprenticeship models were used to design a virtual poster session for upper-year students doing research thesis projects. Interactions (reactions, comments, and calls) among students, faculty, and graduate students were examined through a social network analysis of the session, and the emerging communication patterns were related to students' abilities to observe, model, and articulate behaviors in the virtual setting. A survey of student experiences provided insight into the session's outcomes and students' self-efficacy beliefs after the session. The poster session succeeded at creating a virtual space for social learning, reflecting on social norms in science, and for asking questions about research through a cognitive apprenticeship model.