Synchronous hybrid learning spaces are educational environments in higher education, in which students participate synchronously on-campus and online. To foster well-founded design decisions, this paper undertakes a systematisation of forms of synchronous hybrid learning spaces. To this end, interviews with 20 German lecturers from different higher education institutions and disciplines are analysed. Overall, three forms can be identified, which are named after their primary type of interaction and to which specific design requirements can be assigned.
