Schermeier, S., Deiglmayr, A., & Rummel, N. (2026)

Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes. The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings. Sample N = 180 university students solved a collaborative task in groups of three. Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product. Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product. Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.

Learning and Instruction, 102, Article 102276