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- Vol 7 RE: Chapter 8, App B
synchronous hybrid learningsocial presenceremote participationinstructional orchestrationequitable accessshared learning environmentsteacher cognitive loadtechnology-mediated interactionJournal article Evidence summaryAt a glance
Raes and colleagues review synchronous hybrid learning environments in which some students attend physically while others participate remotely at the same time. The synthesis examines the concept’s varied terminology, technological arrangements, pedagogical designs, and reported experiences.
Key ideas
Hybrid access can increase flexibility and inclusion, but teaching two audiences simultaneously creates persistent challenges. Remote students may feel less visible, have fewer opportunities to interact, and experience reduced social presence; teachers face greater orchestration, monitoring, and cognitive demands. Audio quality, camera placement, room layout, reliable connectivity, and equitable access to shared materials strongly shape participation. The literature was fragmented and often descriptive, with limited theory, small samples, and relatively little evidence about learning outcomes or designs sustained over time.
Why it matters
The authors call for research that treats the setting as one integrated learning environment and examines presence, engagement, teacher practices, and technology together. For educators, effective hybrid teaching requires deliberate parity: assign facilitation roles, establish turn-taking and communication routines, monitor both groups, design shared tasks, and provide technical and pedagogical support rather than merely livestreaming a conventional class.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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