Jansen, AnneRother, TimnaGerber, AuronaHinkelmann, Knut2024-04-242024-04-24202110.5281/zenodo.5185903https://irf.fhnw.ch/handle/11654/43092https://doi.org/10.26041/fhnw-7057Digitalization is changing work content, jobs, and processes, making lifelong learning and investment in further education increasingly important. At the same time, it opens new opportunities for providers of continuing education programs by digitalizing teaching/learning settings. In a synchronous hybrid classroom, a video conferencing system enables simultaneous on-site and remote participation. Thus, this format offers potential for continuing education through the freedom to choose from where to participate in the class-room. Continuing education participants are often very busy at work and/or with care obligations and could therefore benefit from local flexibility through remote teaching. However, it is the exchange and networking opportunities that many participants expect from continuing education and which have so far usually been realized through face-to-face interaction. The implementation of synchronous hybrid teaching is associated with several challenges. Beside challenges of technological implementation and the demands on technical and didactical skills of the lecturers, there is a risk that the exchange and networking between participants will suffer. This paper develops key research questions regarding the future design of synchronous hybrid classrooms especially for the target group of continuous education participants. Different methods are presented, with which the necessary evidence could ideally be obtained.en330 - Wirtschaft04B - Beitrag Konferenzschrift73-84