THE EASE WITH WHICH LEARNERS EVOLVE ONLINE BY INTEGRATING ONLINE COMMUNITIES AND SOCIAL NETWORKS, HAS FORCED EDUCATORS TO FACE THE SAD REALITY: CONTRARY TO OTHER SECTORS, THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY HAS STILL NOT EFFECTIVELY ENHANCED OR PROMOTED THE TEACHING AND LEARNING PROCESSES AS DESIRED. MOREOVER, THE HIGH PERCENTAGE OF DISTANT LEARNERS ABANDONING THEIR STUDIES CONFIRMS THE NEED OF EXPLOITING ICT NOT ONLY AS A COMMUNICATION TOOL BUT MORE IMPORTANTLY, AS A SUPPORTIVE AND PEDAGOGICAL TOOL. IT IS THEREFORE IMPERATIVE TO UNDERSTAND HOW LEARNERS INTERACT ONLINE. WHAT ARE THE SUPPORTS THEY NEED? WHAT ARE THE FACTORS WHICH HELP THEM PERSIST IN THEIR STUDIES? ARE ONLINE PROCESSES SIMILAR TO THE ONES TAKING PLACE IN CLASSROOM? THOSE REQUIREMENTS ARE NECESSARY INPUT TO EDUCATIONAL INFORMATION SYSTEMS. THIS PAPER WHICH IS BASED ON A DOCTORAL RESEARCH, INVESTIGATES ON THE LEARNING PROCESSES OF TEN LEARNERS ENROLLED IN A COMPLETELY ONLINE MASTERS' COURSE. MORE SPECIFICALLY, THIS RESEARCH RELATES TO THE SUPPORTS THE LEARNERS SEEK ONLINE DURING THE TUTOR-LEARNERS AND LEARNER-LEARNERS INTERACTIONS EXCHANGED VIA THE CHAT TOOL IN AN E-CAMPUS. AS METHODOLOGY, CONTENT ANALYSIS OF THEIR LOGGED TEXTUAL INTERACTIONS WAS DONE USING THE QUALITATIVE ANALYSIS BASED ON THE ACTIVITY THEORY OF ENGESTROM. THE 4583 LINES OF INTERACTIONS ANALYZED, REVEAL THAT IN BOTH TYPES OF MEETINGS (WITH OR WITHOUT THEIR TUTOR), LEARNERS INTERACTED, COLLABORATED AND PROGRESSED ONLINE BY MAKING SURE THAT THEY UNDERSTOOD FULLY THEIR ROLES AND THE TASKS THAT ARE EXPECTED FROM THEM. RESULTS REVEALED THAT THE FOCUS OF THEIR INTERACTIONS WAS NOT FULLY CENTERED ON THE COGNITIVE OR META-COGNITIVE ISSUES AS ONE WOULD EXPECT DURING SUCH DISCUSSIONS RELATING TO COURSE MATERIALS AND PROBLEM BASED ASSIGNMENTS. MOREOVER, LEARNERS EXPECTED PROMPT FEEDBACK FROM THEIR TUTOR IN ORDER TO CLARIFY DOUBTS AND UNCERTAINTIES THAT SUBSIST ONLINE. AS MATURE LEARNERS ENROLLED ON A COMPLETELY DISTANCE COURSE, THEY PROVED TO BE AUTONOMOUS, RESPONSIBLE AND HAVING THE CAPACITY TO COMPLETE SUCCESSFULLY THEIR ASSIGNMENT WITH BASIC COGNITIVE TYPES OF INTERACTIONS. SOCIO-CONSTRUCTIVISM APPROACH DEPLOYED HAS PROVED TO BE SUPPORTING THE LEARNERS PEDAGOGICALLY AND PSYCHOLOGICALLY. THUS, TUTORS ARE REQUIRED TO PLAY EVEN MORE CHALLENGING AND LEADERSHIP ROLES ONLINE BUT IT IS OBSERVED THAT THEY HAVE LIMITATIONS IN UNDERSTANDING THE PROGRESS OF THEIR LEARNERS. PEER SUPPORTS HAVE BEEN FOUND TO BE AN IMPORTANT FACTOR TO HELP LEARNERS PERSIST IN THEIR STUDIES. THIS MODEL, COMPRISING OF A SUCCESSFUL MIXTURE OF TECHNOLOGY AND PEDAGOGY, HAS CONTRIBUTED IN REMOVING GEOGRAPHICAL BARRIERS, ALLOWING ALSO FOR BOTH THE NORTHERN AND SOUTHERN HEMISPHERE COUNTRIES TO BENEFIT FROM THIS MODEL. THIS LEARNING ENVIRONMENT ALONG WITH THE LEARNING STRATEGIES AND HUMAN SUPPORTS SHOULD CONTINUE TO EVOLVE BASED ON THE CHANGING REQUIREMENTS OF INDIVIDUALS IN ONLINE COMMUNITIES.