This paper presents findings from a three-year action-research project (2022-24) conducted at Milano-Bicocca University on facilitated Learning Circles (LCs), to support small-group access, engagement and completion rates in online courses, including MOOCs. Through a qualitative, mixed-methods approach—comprising fieldwork, participant observation, semi-structured interviews and surveys—the study explores the nature of face-to-face or synchronous facilitation competencies as a means to underpin online education.

Facilitation within the groups—held by peer volunteers, not experts in the subject matter of the online course being undertaken—has proven to be an extremely effective component in improving educational impact. Participants’ feedback highlights the usefulness of facilitation in multiple dimensions, extending beyond purely educational ones to include both organizational and relational aspects, integrating diverse and intersecting competencies, and blending interdisciplinary and transdisciplinary expertise. Facilitators play a crucial role in various tasks, including contributing to their groups in coordinating and structuring group activities, promoting inclusivity in dealing with online course contents, fostering a positive and engaging learning environment, and providing constructive, assertive and collaborative leadership. Additional skills—such as tutoring and coaching—cut across and connect both facilitators and other group members, at times being shared and distributed within the group in a more fully participatory manner. These elements, emerging consistently from research results, contribute to the overall success of this hybrid model in enhancing learner engagement, cognitive focus, and learning performance.

This approach demonstrates clear sustainability. By keeping the number of in-person or synchronous LC meetings to a minimum, and via the voluntary or rotational nature of the facilitator role, LC-based online learning effectively supports small-group collaboration, reinforcing intrinsic motivation, inclusivity and learner well-being while maintaining an enjoyable and stimulating learning environment, and reducing the need for specialized instructors. These aspects suggest that the proposed framework can guarantee cost-effectiveness, adaptability across different learning contexts and participants’ wellbeing.

The model not only benefits learners in achieving educational success but also fosters the development of transversal and soft skills. Many facilitators reported strengthening their experience in leadership, group management, and interpersonal communication, enhancing their metacognitive awareness and self-evaluation skills. This research positions facilitation as a pre-formative and proto-educational function, offering participants—regardless of their professional background—an opportunity to cultivate formative competencies applicable in a range of educational and professional settings. The study, conducted with university students, doctoral candidates, professionals from partner organizations, and adult learners engaged in lifelong education and social reintegration programs, demonstrates the broad applicability of facilitated LCs. The findings contribute to pedagogical discourse on hybrid learning models, emphasizing the role of facilitation as a transformative strategy that bridges fully asynchronous online education with structured, interactive, student-centered learning experiences.

Keywords: Hybrid learning, peer facilitation, distance education, small-group collaboration, student-centered learning, active learning, transversal skills, educational sustainability.