Learners in a university setting face different challenges as their seek knowledge during their academic course. One of those challenges is the lack of personalized learning as learners move about different learning contexts. This paper reports on an project implemented at the Tshwane University of Technology under the Faculty of ICT in the informatics department initially as pilot project for third year ICT business informatics learners. The intention of this was to gain insight on how BICOP may provide learners with personalized support where learners share learning experiences and engage in authentic learning discussions. This project called BICOP, (business informatics community of practice) enables learners to engage in interactive learning dialogues with lectures and learners.  These dialogues initiated by lecturers and even learners create a knowledge sharing environment, whereby the outcome is personalized learning. Social presence theory was used as a lens to support the study. Social presence enables a learner to interact with another learner, through social interaction, in a technology-mediated environment. Knowledge sharing looks at how interaction between learners under an authentic environment, provides personalized learning through the existence of social presence. The findings gathered gave evidence of how learners utilized BICOP for knowledge sharing and how learners engage in interactive interactions which in turn provides momentum for personalized learning support that learners need.