In higher education (HE), a student who is present used to be easy to spot: a familiar face in the lecture theatre, a name on the practical register, or asking a question. However, post-pandemic, something has shifted.
HE now unfolds across large areas, lecture theatres, classrooms, studios, laboratories, MS Teams breakout rooms, discussion boards, collaborative documents and peer study groups. In this reality, presence isn’t in the lecture theatre. It’s about how students experience, contribute and connect with their course and peers.
A hybrid curriculum, meaning one that intentionally weaves together physical spaces such as laboratories and lecture theatres with digital environments, such as MS Teams and collaborative VLE areas, takes these aspects seriously and designs learning so that students can be fully present, not just physically but also cognitively, digitally and collaboratively, with each reinforcing the next aspect (Rawal 2025).
Four key areas stand out for a successful hybrid curriculum.
1. Physical presence
Physical presence still matters deeply. Human beings learn through their bodies: the clear cues of eye contact, the energy of a room, the friction and joy of making things together. But in a hybrid university, physical attendance should be purposeful, not routine. The question to ask when assessing why students need to attend is: what specific learning experience justifies a student's journey to attend a session? Believe it or not, students secretly discuss which lectures they should attend.
Firstly, try to prioritise activities that are hard to simulate online, such as laboratory sessions, exam practice workshops, fieldwork, rehearsals, live debates and peer sessions. Treat on-campus time as a precious resource for high-energy, high-engagement encounters with passion and discussion. When students feel those moments create unique value, attendance transforms from a compliance exercise into a mutual commitment. To achieve this, frame the session as a co-production between you and the students; close by explicitly recapping the insights or breakthroughs that emerged specifically because you were in the room together.
2. Cognitive presence
Cognitive presence is how much a learner engages in discussion of a topic: questioning, analysing, synthesising and constructing meaning. In hybrid delivery, it’s entirely possible to be physically present yet cognitively absent. The academic's task is to provoke thinking, not just deliver material.
To enhance cognitive thought, begin by sparking curiosity. This can involve initiating a stimulating discussion, presenting provocative data, or structuring a session around contrasting viewpoints. Encourage idea generation through a think, share, build approach, using tools like paper, whiteboards, or shared digital documents, so that thinking becomes visible. Finally, incorporate opportunities for reflection; brief reflective activities such as mini blogs or short podcasts help students consolidate their learning and build meaningful connections. (Bellaouane et al 2024) When cognitive presence is encouraged, the line between online and in-person learning matters less; students experience continuous intellectual momentum wherever they are.
3) Digital presence
Digital presence is not just being online; it is how students inhabit digital spaces: how they log on, contribute to discussions and develop a voice. If set up correctly, digital presence levels the playing field for all students, allowing quieter voices to be heard and giving time for further reflection. It also allows discussion to keep going through discussion boards, chats and other interactive media.
Effective design moves can help create more inclusive and engaging learning environments. Allowing multi‑channel participation gives students different ways to engage. Providing asynchronous breaks through short prompts between live sessions helps maintain continuity and momentum. In all of this, digital presence should support and humanise the learning experience, not overwhelm students with excessive material.
4) Relational presence
Students want to be seen and valued in higher education; this sense of belonging is the key to motivation, resilience and attainment. While this category is the most at risk of disappearing in hybrid cohorts, it also offers the highest payoff for student success. (Kelly & Mulrooney 2019) You can bridge this gap through quick routes to connection: greeting both online and in-person students with equal energy, remembering and using student names, and acknowledging contributions across all channels so every student feels seen regardless of their location. Simple design choices, such as using your camera, allowing students to take turns to answer questions or contribute, and praising them, ensure students feel they matter to you and to one another. When this connection is established, students are far more likely to show up, both physically and mentally.
The four areas are interdependent upon one another
- Physical presence can enhance belonging and thus relational presence, making later online exchanges richer.
- Digital presence can deepen cognitive presence before, during and after in-person lectures.
- Strong relational presence motivates physical attendance for students.
Therefore, physical, cognitive, digital and relational presence forms almost an ecosystem. Each interaction with a student, whether it is an announcement, a motivational slide, a discussion, an activity or a piece of feedback, should relay to students that you belong here; your ideas, thinking and engagement matter; we’re building something together. (Theobald et al 2020)
What is important to note is that presence cannot be forced. Many students juggle commuting, caring responsibilities, jobs, disability and mental health challenges. A humane pedagogical scholar recognises that presence is enabled by design: clear structures, predictable rhythms, accessible materials, catch-up routes that don’t penalise and options for how to contribute later. Flexibility isn’t a concession; it is infrastructure for equity. (Gravett et al 2024)
When presence is designed into teaching, students learn more deeply, belong more strongly, and carry forward habits of inquiry and collaboration that persist beyond graduation. In a hybrid world, presence is the new currency of learning. Our role is to reinforce it intentionally, inclusively and with the utmost care. Which of these four types of presence: physical, cognitive, digital or relational, do you find most challenging to facilitate in your own discipline?
Dr Ahmed Elbediwy is an award-winning Senior Lecturer and Course Leader for BSc Biochemistry at Kingston University. With a passion for inclusive, student-centred teaching, he is also actively involved in several pedagogic projects for the betterment of student belonging and attainment.
Bibliography
Bellaouane, L., James, J., Darwiche, S., Williams, A., Piper, I., Whiting, K., & Elbediwy, A. (2024). Evaluate the benefits of early embedding reflective practice into student experience and personal skill development. New Directions in the Teaching of Natural Sciences, (19).
Gravett, K., Taylor, C. A., & Fairchild, N. (2024). Pedagogies of mattering: re-conceptualising relational pedagogies in higher education. Teaching in Higher Education, 29(2), 388–403.
Kelly, A. F., & Mulrooney, H. M. (2019). Student perceptions of belonging at university: a qualitative perspective. New Directions in the Teaching of Natural Sciences, (14).
Rawal, A. P. (2025). Exploring the community of inquiry framework in higher education: a bibliometric analysis. Cogent Education, 12(1).
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