Abstract: Learning is both personal and social at the same time. In order to investigate the impact on learning and social behaviors of graduate level educational technology students, a social network, Pace Commons, was developed using Elgg software. During the study, students participated in an online course, "Computer Science for Teachers" which was conducted solely in Pace Commons. Findings suggest that students engaged in meaningful and productive collaborations and interactions while meeting the requirements for the course. In addition, analysis of their types, frequencies, and content of student responses indicates that the teacher presence described in the Communities of Inquiry model was distributed across these students.