HYBRID LEARNING CIRCLES AS ADAPTIVE ECOSYSTEMS: FACILITATING PARTICIPATION AND RESILIENCE IN ONLINE EDUCATION

Leonardo Menegola

Abstract


This article presents results from a qualitative action-research project on hybrid Learning Circles (LCs), enhancing asynchronous learning with facilitated group sessions. The model fosters engagement, collaboration, peer support, well-being and cognitive focus by promoting learning micro-communities. As human intermediation and peer facilitation boost online learning experience, LCs emerge as adaptive, learner-centered ecosystems that promote inclusion and resilience in digital education.

Keywords


Hybrid education; Learning Circle; In-person facilitation; Engagement and motivation; Platform Pedagogy.

Full Text:

PDF

References


Anderson, T., & Rivera Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, 37, 208-229. https://revistes.ub.edu/index.php/der/article/view/30918

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. https://doi.org/10.3102/0034654309333844

Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social media. Library Review, 62(1/2), 53-61. https://doi.org/10.1108/00242531311328168

Bonaiuti, G., & Dipace, A. (2021). Insegnare e apprendere in aula e in rete. Per una didattica blended efficace. Carocci Faber.

Bozkurt, A. (2019). Intellectual roots of distance education: A progressive knowledge domain analysis. Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894

Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning, 18(5), 118-147. https://doi.org/10.19173/irrodl.v18i5.3080

Brooker, A., Corrin, L., de Barba, P., Lodge, J., & Kennedy, G. (2018). A tale of two MOOCS: How student motivation and participation predict learning outcomes in different MOOCS. Australasian Journal of Educational Technology, 34(1), 1-15. https://doi.org/10.14742/ajet.3237

Brookfield, S. D., & Preskill, S. (2012). Discussion as a way of teaching: Tools and techniques for democratic classrooms. John Wiley & Sons.

Calvani, A. (Ed.). (2020). Tecnologie per l'inclusione. Come e quando avvalersene. Carocci.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org

Collay, M. (1998). Learning circles: Creating conditions for professional development. Corwin Press.

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage publications.

Downes, S. (2023). Newer theories for digital learning spaces. In M. A. Spector, B. B. Lockee, & M. D. Childress (Eds.), Handbook of open, distance and digital education (pp. 129-146). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_9

Fedeli, M., & Frison, D. (2018). Metodi per la facilitazione dei processi di apprendimento nei diversi contesti educativi [Methods for facilitating learning processes in different educational contexts]. Form@re, 18(3), 153-169. https://doi.org/10.13128/formare-23772

Ferguson, R., & Clow, D. (2015). Examining engagement: Analysing learner subpopulations in massive open online courses (MOOCs). Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (LAK '15) (pp. 51-58). Association for Computing Machinery. https://doi.org/10.1145/2723576.2723606

Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education, 13, 24. https://doi.org/10.1186/s41239-016-0024-z

Floridi, L. (2015). The Onlife Manifesto: Being human in a hyperconnected era. Springer.

Garavaglia, A., & Petti, L. (2022). Nuovi media per la didattica. Mondadori Università.

Garrison, D.R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. Internet and Higher Education, 24, 66-71.

Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6 (Cited via Community of Inquiry framework)

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.

Harasim, L. (2023). Learning theories: The role of epistemology, science, and technology. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 75-113). Springer International Publishing. https://doi.org/10.1007/978-3-030-61923-8_4-1

Hege, B.A.R. (2011). The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education. Teaching Theology & Religion, 14(1), 13-33. https://doi.org/10.1111/j.1467-9647.2010.00668.x

Immordino-Yang, M.H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W.W. Norton & Company.

Immordino-Yang, M.H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.

Jordan, K. (2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses. International Review of Research in Open and Distributed Learning, 15(1), 133-160. https://doi.org/10.19173/irrodl.v15i1.1651

Jordan, K. (2015). Massive Open Online Course Completion Rates Revisited: Assessment, Length and Attrition. International Review of Research in Open and Distributed Learning, 16(3), 341-358. https://doi.org/10.19173/irrodl.v16i3.2112

Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (Eds.). (2000). Principles of neural science (4th ed.). McGraw-Hill.* (Standard text, assumed reference)

Kizilcec, R. F., & Halawa, S. (2015). Attrition and achievement gaps in online learning. Proceedings of the Second (2015) ACM Conference on Learning @ Scale (L@S '15) (pp. 57-66). Association for Computing Machinery. https://doi.org/10.1145/2724660.2724680

Kotzee, B., & Palermos, S. O. (2021). The teacher bandwidth problem: MOOCS, connectivism, and collaborative knowledge. Educational Theory, 71(4), 497-518. https://doi.org/10.1111/edth.12498

Ladd, G. W., Ettekal, I., Kochenderfer-Ladd, B., Rudolph, K. D., & Andrews, R. K. (2014). Relations among chronic peer group rejection, maladaptive behavioral dispositions, and early adolescents' peer perceptions. Child Development, 85(3), 971-988.

Linder, T. M. (2020). Inclusive Pedagogy Resources. Fordham University.

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.

Mitra, S. (2021). Does collaborative learning improve student outcomes for underrepresented students? Evidence from an online bottleneck business course. Journal of Education for Business, 97(3), 161-168. https://doi.org/10.1080/08832323.2021.1908941

Molinari, A., Cacciapaglia, M., Indellicato, R., Sandrini, S., & Marcone, V. M. (2022). “Rethinking enabling educational and training ecosystems in the perspective of reciprocity.” Formazione & Insegnamento, 20(1, tome II), 1028–1041.

Morrison, L., & Jacobsen, M. (2023). The role of feedback in building teaching presence and student self-regulation in online learning. Social Sciences & Humanities Open, 7(1), 100503. https://doi.org/10.1016/j.ssaho.2023.100503

Onah, D. F. O., Sinclair, J., & Boyatt, R. (2014). Dropout rates of massive open online courses: Behavioural patterns. Proceedings of the 6th International Conference on Education and New Learning Technologies (EDULEARN14), Barcelona, Spain, 5825-5834.

Oppl, S., Hochmüller, E., Klinger, M., & Reisinger, S. (2017). Supporting the design of accessible learning environments with Universal Design for Learning. Universal Access in the Information Society, 16(3), 731-741. https://doi.org/10.1007/s10209-016-0491-z

Padilla Rodriguez, B. C., Armellini, A., & Rodriguez Nieto, M. C. (2019). Learner engagement, retention and success: why size matters in massive open online courses (MOOCs). Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 46-62. https://doi.org/10.1080/02680513.2019.1665503

Pekrun, R. (2019). The murky distinction between curiosity and interest: State of the art and future prospects. Educational Psychology Review, 31(4), 905-914.

Perraton, H. (2020). A theory for distance education. In H. Perraton, Distance education (pp. 34-45). Routledge. (Reprint of earlier work, likely 1980s)

Peters, J., & Le Cornu, R. (2009). Beyond communities of practice: Learning circles for transformational school leadership. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Theory as experience (pp. 107-132). Cambridge University Press.

Petronzi, D., & Hadi, M. (2016). Exploring the factors associated with mooc engagement, retention and the wider benefits for learners. European Journal of Open Distance and e-Learning, 19(2), 112-129. https://doi.org/10.1515/eurodl-2016-0011

Pilli, O., & Admiraal, W. (2017). Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design. Journal of Higher Education/ Yüksek ogretim Dergisi, 7(1), 46-71. https://doi.org/10.2399/yod.17.001

Quintana, R. M., & Tan, Y. (2019). Characterizing MOOC pedagogies: Exploring tools and methods for learning designers and researchers. Online Learning, 23(4), 62-84. https://doi.org/10.24059/olj.v23i4.2069

Rivoltella, P. C. (2012). Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina Editore.

Rivoltella, P. C. (2021). Regolare nel distance learning. In Apprendere a distanza. Teorie e metodi (pp. 175-188). Raffaello Cortina Editore.

Rivoltella, P. C., & Rossi, P. G. (Eds.). (2024). Tecnologie per l'educazione. Pearson, 2nd edition.

Rosé, C. P., Carlson, R., Yang, D., Wen, M., Resnick, L., Goldman, P., & Sherer, J. (2014). Social factors that contribute to attrition in MOOCs. Proceedings of the first ACM Conference on Learning@ scale conference (L@S '14) (pp. 197-198). Association for Computing Machinery. https://doi.org/10.1145/2556325.2566239

Rossi, P.G. (2011). Didattica enattiva. Complessità, teorie dell'azione, professionalità docente. FrancoAngeli.

Shabani, K. (2016). Applications of Vygotsky's sociocultural approach for teachers' professional development. Cogent Education, 3(1), 1252177.

Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-190. https://doi.org/10.1016/j.iheduc.2006.06.005

Singh, J., Singh, L., & Matthees, B.J. (2022). Establishing Social, Cognitive, and Teaching Presence in Online Learning-A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times. Journal of Educational Technology Systems, 51(1), 28-53. https://doi.org/10.1177/00472395221095169

Suda, L. (2001). Learning Circles: Democratic Pools of Knowledge. ARIS Resources Bulletin, 12(3), 1-4.

Sujatha, R., & Kavitha, D. (2018). Learner retention in MOOC environment: Analyzing the role of motivation, self-efficacy and perceived effectiveness. International Journal of Education and Development using ICT, 14(2). https://www.learntechlib.org/p/184685/

Thompson, E. (2007). Mind in life: Biology, phenomenology, and the sciences of mind. Harvard University Press.

Trentin, G. (2014). Flussi di conoscenza e spazi ibridi di apprendimento [Knowledge flows and hybrid learning spaces]. Educational Reflective Practices, 1, 5-29.

Trentin, G. (2019). Tecnologie e inclusione: come far di necessità virtù. In P. C. Rivoltella & P. G. Rossi (Eds.), Tecnologie per l'educazione, pp.57-68. Pearson.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000379707

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Althouse Press.

Varela, F. (1996). Neurophenomenology: A methodological remedy for the hard problem. Journal of Consciousness Studies, 3(4), 330-349.

Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.

Vaughan, N. D. (2022). The Community of Inquiry Framework: Future Directions and New Frontiers. Educational Technology & Society, 25(3), 1-3.

Wang, Y., & Baker, R. (2015). Content or platform: Why do students complete MOOCs? MERLOT Journal of Online Learning and Teaching, 11(1), 17-30.

Wardale, D. (2013). Towards a model of effective group facilitation. Leadership & Organization Development Journal, 34(2), 112-129. https://doi.org/10.1108/01437731311326666

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451.

Williams, K. M., Stafford, R. E., Corliss, S. B., & Reilly, E. D. (2018). Examining student characteristics, goals, and engagement in Massive Open Online Courses. Computers & Education, 126, 433-442. https://doi.org/10.1016/j.compedu.2018.08.012

Xu, D., & Xu, Y. (2019). The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality. American Enterprise Institute. https://www.aei.org/research-products/report/the-promises-and-limits-of-online-higher-education/




DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1487

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296