Today's literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building, and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University (Australia) over two semesters reveals students' perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centered social learning environment. Results are discussed in the following areas: mutual support via online communication; disciplinary relevance of discussion; social cohesion; social constructivism; benchmarking; motivation, confidence, and making new friends; and networked intelligence. (Contains 30 references.) (Author/MES)