Abstract Hybrid teaching formats, in which student groups participate simultaneously onsite and online, are increasingly used in higher education to enhance flexibility and inclusivity. However, their effective implementation requires instructors to understand the pedagogical, technical, and organizational conditions. This study aims (1) to explore central challenges and needs related to hybrid teaching for both instructors and students, and (2) to develop a practice-oriented workshop concept that supports instructors to design and facilitate simultaneous online–onsite learning environments. A qualitative, exploratory study design was conducted consisting of a written survey using guiding questions with seven instructors and nine students experienced in hybrid teaching. Data were analyzed using thematic content analysis, informed by self-determination theory (learner perspective) and normalization process theory (teacher perspective). Findings highlight three central challenges: (1) social integration between online and onsite participants, (2) the instructor’s expanded role in moderating complex interaction patterns, and (3) the need for clear organizational and technical structures to support simultaneous participation. These insights guided the development of a workshop model that combines theoretical foundations with practical strategies for interaction and scenario development. Findings indicate that hybrid teaching is pedagogically valuable but requires explicit competence development, particularly in fostering social presence and equitable participation across learning modes. The workshop concept provides a transferable model for instructor training in higher education. Institutions are encouraged to integrate such formats into professional development and to further evaluate their long-term impact on teaching and learning outcomes.
Schmitz et al. (Wed,) studied this question.
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