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Vasileios Kagklis, Anthi Karatrantou, Maria Tantoula, Chris T. Panagiotakopoulos and Vassilios S. Verykios

. Retrieved from http://sentic.net/sentic-computing.pdf 11. Cambria, E., Schuller, B., Xia, Y., & Havasi, C. (2013). New Avenues in Opinion Mining and Sentiment Analysis. IEEE Intelligent Systems, 28 (2), 15–21. doi:10.1109/MIS.2013.30. 12. Carlos, A.R. (2011). Social Network Analysis in Telecommunications. John Wiley & Sons. ISBN 978-1-118-01094-5. 13. Carsten, U., Boreau, K., & Stepanyan, K. (2010). Who students interact with? A social network analysis perspective on the use of Twitter in Language Learning. In M. Wolpers, P. Kirschner, M. Scheffel

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Sarah Honeychurch, Aras Bozkurt, Lenandlar Singh and Apostolos Koutropoulos

, V. (2004). De-lurking in virtual communities: A social communication network approach to measuring the effects of social and cultural capital. Proceedings of the 37th Hawaii International conference on System Science. 29. Ridings, C., Gefen, D., & Arinze. B. (2006). Psychological barriers: Lurker and Poster motivation and behavior in online communities. Communications of the Association for Information Systems, 18, 329-354. 30. Salmon, G. (2002). E-tivities the key to active online learning. Turkish Online Journal of Distance

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Büşra Özmen and Bünyamin Atıcı

.L. (2006). Multivariate data analysis. 6th Edition. Upper Saddle River, NJ: Prentice-Hall. 15. Higher Education Research Institute (2007). Results of the 2007-2008 faculty survey conducted by the Higher Education Research Institute. Retrieved from http://new.ipfw.edu/dotAsset/128874.pdf on 17.08.2012. 16. Hoffman, E.S. (2009). Evaluating social networking tools for distance learning. In proceedings of Technology, Colleges, and Community Worldwide Online Conference, 2009(1), (pp. 92-100). 17. Holcomb, L.; Brady, K.; Smith, B

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Maria Vakoufari, Angelaki Christina and Ilias Mavroidis

to self understanding that launched a new era in modern psychology. San Francisco: Jossey-Bass. 13. Bryan, T. (1997). Assessing the personal and social status of students with learning disabilities. In Learning Disabilities Research & Practice, 12(1), (pp. 63-76). 14. Byrne, B.M. (1984). The general/academic self concept nomological network: A review of construct validation research. In Review of Educational Research, 54, (pp. 427-456). 15. Cheng, H.; Furnham, G. (2002). Personality, peer relations, and self

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Michail Kalogiannakis and Sotiris Touvlatzis

-40. 20. McFadden, R. (2005). Souls in ice. Incorporating emotion in wed-based education. Journal of Technology in Human Services, 23 (1/2), 79-98. 21. Miles, M., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A methods source book. Sage Publications, Thousand Oaks. 22. Moore, M.G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge. 23. O’ Regan, K. (2003). Emotion and e-learning. Journal of Asynchronous Learning Networks, 7 (3), 78

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Mohsen Saadatmand, Lars Uhlin, Maria Hedberg, Lotta Åbjörnsson and Maria Kvarnström

presented at the 10th International Conference on Networked Learning 2016, Lancaster. 21. Lambert, J. L., & Fisher, J. L. (2013). Community of inquiry framework: Establishing community in an online course. Journal of Interactive Online Learning, 12(1), 1-16. Retrieved from http://www.ncolr.org/jiol/issues/pdf/12.1.1.pdf 22. Liu, S., Gomez, J., & Yen, C. (2009). Community college online course retention and final grade: Predictability of social presence. Journal of Interactive Online Learning, 8(2), 165-182. Retrieved from http://online2

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Michael Sean Gallagher and Pekka Ihanainen

: Information Society Unit. 21. Gallagher, M. and Ihanainen, P. (2014a). Pedagogy of Simultaneity. Retrieved November, 2014 from http://www.pedagogyofsimultaneity.org 22. Gallagher, M. and Ihanainen, P. (2014b). Mobile Learning Field Activity: Pedagogy of Simultaneity to Support Learning. In the Open Networked Learning Conference 2014, Edinburgh. 23. Gallagher, M. (2013). Incessant Motion through Space: Mobile Learning Field Activities in the Humanities. 24. Gibbs, A. (1997). Focus groups. In Social research update, 19(8), (pp. 1-8). 25

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Beatriz de los Arcos, Bram Faems, Anna Comas-Quinn and Hélène Pulker

). Social networking affordances for open educational language practice. ALSIC (Apprentissage des langues et Systèmes d’Information et de Communication), 19. Retrieved from https://alsic.revues.org/2903 23. Zourou, K., & Lamy, M-N. (2013). Social networked game dynamics in web 2.0 language learning communities. ALSIC (Apprentissage des langues et Systèmes d’Information et de Communication), 16. Retrieved from https://alsic.revues.org/2642

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Giannakoudakis Zacharias and Giossos Yiannis

dynamic teaching tool for Distance Education. Open Education: The Journal for Open and Distance Education and Educational Technology, 3(2). 16. Chmiliar, L. (2011). Self Regulation skills and the post secondary distance learner. Procedia - Social and Behavioral Sciences, 29, 318-321. 17. Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340. 18. Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student

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Alexandra Pentaraki and Gary J. Burkholder

References 1. Acee, T. W., Kim, H., Kim, H. J., Kim, J. I., Chu, H. N. R., Kim, M., & Wicker, F. W. (2010). Academic boredom in under-and over-challenging situations. Contemporary Educational Psychology, 35(1), 17-27. 2. Andrews, J., Violato, C., Rabb, K., & Hollingsworth, M. (1994). A validity study of Biggs’ three factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample. British Journal of Educational Psychology, 64, 179-185. 3. Aragon, S. R. (2003). Creating social