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

. Retrieved from 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 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 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 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 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

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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