Leonardo Menegola

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

Introduction

Hybrid learning circles as adaptive ecosystems: facilitating participation and resilience in online education. Hybrid Learning Circles: adaptive ecosystems for online education. Facilitate participation, resilience, engagement & peer support via group sessions, boosting well-being.

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.

Review

This article presents an insightful model of hybrid Learning Circles (LCs) as adaptive ecosystems designed to enrich asynchronous online learning through facilitated group sessions. The authors posit that this approach significantly enhances learner engagement, collaboration, peer support, well-being, and cognitive focus by fostering vibrant learning micro-communities. The emphasis on human intermediation and peer facilitation as critical components for boosting the online learning experience is particularly compelling, suggesting LCs are a promising strategy for cultivating inclusion and resilience in digital educational environments. The qualitative action-research methodology indicates a practical, iterative approach to developing and understanding this model. While the abstract effectively outlines the compelling potential of hybrid LCs, a deeper dive into the specific "results" from the qualitative action-research project would be crucial for a full assessment. The abstract highlights numerous positive outcomes – engagement, well-being, resilience, inclusion – but does not elaborate on *how* these were observed, measured, or evidenced within the study. Further detail on the nature of the "human intermediation" and "peer facilitation" beyond their mere presence, including the specific roles, training, and interaction dynamics, would strengthen the model's theoretical and practical underpinnings. Additionally, clarifying the "hybrid" nature of these LCs, beyond integrating facilitated group sessions into asynchronous learning, could provide a richer understanding of their design and implementation. Overall, the article presents a highly relevant and timely contribution to the discourse on effective online pedagogy, particularly in addressing the common challenges of isolation and disengagement in digital learning. The concept of LCs as "adaptive, learner-centered ecosystems" offers a valuable framework for understanding how to foster more dynamic and supportive online environments. Provided the full manuscript delivers robust qualitative data and detailed methodological insights to substantiate the claims regarding enhanced participation, resilience, and inclusion, this work holds significant promise. It offers practical implications for educators and instructional designers seeking to optimize online learning experiences, making it a valuable addition to the field.

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