In online learning environments where learners do not have many opportunities to access social information, students? social awareness of their peers is generally low and their ability to project themselves socially in the learning community is also minimal. With social awareness information, learners can portray themselves as feeling, intentional, thinking, and social human beings. This paper reports online learners? perceptions of useful social information in online learning environments, and their level of willingness to share itemized social awareness information with various relationship-based audiences.