Abstract:

The efficacy of MOOCs and other forms of distance learning has been a topic of intense debate (Padilla, Armellini & Rodriguez Nieto, 2019; Sujatha & Kavitha, 2018; Pilli & Admiraal, 2017; Bonk & Lee, 2017; Tawfik et al., 2017; Perraton, 2020; Xu & Xu, 2019; Anderson & Rivera Vargas, 2020): numerous studies highlight issues related to learner engagement, completion rates, and the lack of social interaction. In fact, MOOCs and distance learning, despite their methodological, technological, and historical differences, can be examined through analogous theoretical and epistemological frameworks, emphasizing design, learner engagement, and knowledge dissemination (Kotzee & Palermos, 2021; Quintana & Tan, 2019; Harasim, 2023; Bozkurt, 2019; Downes, 2023).

A research project based in the University of Milano Bicocca, Italy, being conducted since 2022, provides a compelling case study for the exploration of these challenges. This research critically examines and explores the potential of hybrid educational models, particularly those that combine digital distance learning with in-person facilitation.

The project implemented Learning Circles (LCs) — facilitated, small-group sessions designed to enhance the online learning experience through collaborative, peer-supported engagement (Collay, 1998; Suda, 2001; Peters & Le Cornu, 2005) — in higher education as well as adult continuing education. The study employed qualitative methodologies, including participant observation of LC sessions, interviews with LC facilitators, and surveys distributed to both facilitators and participants.

Preliminary findings suggest that the hybrid model adopted by the project significantly improves learner motivation, engagement, and overall satisfaction, thus confirming those research threads that point to the dimensions of human intermediation (guidance and collaboration, tutoring and coaching, mutual support and help) as factors capable of favouring the quality, significance, impact, effectiveness and success of an educational proposal (Means et al., 2013; Shea, Li & Pickett, 2006; Bernard et al., 2009). The social dynamics fostered within the LCs, characterized by peer interaction and facilitator support, were found to mitigate common barriers to successful MOOC and distance learning completion. Participants reported heightened levels of sustained attention and cognitive engagement, attributing these outcomes to the collaborative and supportive environment cultivated during in-person sessions.

The implications of this study are substantial, indicating that the integration of human facilitation in digital learning environments can bridge critical gaps in learner engagement and educational effectiveness. This research contributes to the growing body of literature advocating for blended learning approaches and provides a practical framework for enhancing the impact of MOOCs and other online educational resources.

Keywords:

MOOCs, distance learning, hybrid education, blended learning, Learning Circles, facilitation, human mediation.