The tradition of physical presence in Higher education has existed for years. Hybrid learning designs have emerged in recent years as a complement to the traditional way of teaching. This has created flexibility in education independent of time and place. The growing number of students puts further emphasis on the ambition of obtaining an education of high quality. Hence, it becomes critical to gather comprehension of how long-distance students perceive online-teaching in a synchronous hybrid-form, interconnected with traditional classroom teaching. The purpose is thus to gain an in-depth understanding of the factors affecting the experience of learning and engagement through the perspective of Zoom. The data constitutes of 22 hours observation of Zoom-held lectures complemented with interviews from two long-distance students to enable an in-depth dimension of understanding the perspective of Zoom. The theory perspective used is Community of Inquiry.

he results highlight key conditions for the learning experience in the studied course and show that participation through Zoom in a hybrid classroom affects social and cognitive presence, which limits the interaction between physical classrooms and Zoom and provides selective access to ongoing classroom activities that slow down the learning process. Here introduce the term ClassZoom to describe this phenomenon.