The potential represented by the use of computer-mediated conferencing and instruction offers access for and collaboration among learners around the world. Yet, an important aspect of successful online learning experiences--student socialization in cyberspace--appears to suffer from a somewhat fractured research history. Some research indicates that difficulties exist with consistent definitions of socialization while other studies struggle with the issue of efficacy of socialization in achieving desired learning outcomes. The purpose of this paper is to look at the different ways in which socialization has been conceived and studied; examine the underlying theoretical structure of online learning that is affected by socialization in the online classroom and consider effects of teachers upon the online classroom.