Nussli, NatalieOh, Kevin2024-05-232024-05-232024-05-030047-23951541-3810https://doi.org/10.1177/00472395241252139https://irf.fhnw.ch/handle/11654/45794https://doi.org/10.26041/fhnw-9044This mixed-methods study captures multiple stakeholders’ voices and experiences of a hybrid-flexible (HyFlex) learning environment. It juxtaposes different perceptions of learning experiences, equivalency, and interactions. Tutor strategies to facilitate communication across space are explored. Thirty-six undergraduate students experienced the HyFlex model with two synchronous participation modes (i.e., on-site vs. synchronous remote) and an asynchronous option. The study explores the HyFlex setting from three different perspectives. A survey captured students’ perceptions of their motivation, learning, engagement levels, ease of communication, and collaboration experiences within or across spaces. An observation report sheds light on strategies to mediate the transition between the physical and virtual space. A tutor’s journal provides the perspective of teaching on the physical–hybrid–virtual continuum. Meeting students’ needs equally well in the physical and virtual space emerges as a key challenge. The article contributes to the research about hybrid education environments and the intentional planning of versatile interactional spaces.enHybrid flexibleHyFlexLearning spacesInteractional spaceSynchronous remoteMobile pedagogy370 - Erziehung, Schul- und Bildungswesen01A - Beitrag in wissenschaftlicher Zeitschrift1-36