Abstract This article explores the evolving landscape of online and hybrid education and argues for the use of hyper-hybrid spaces to support interactive, student-centred, engaging, and critical learning that is conducive to liminal experiences. The study pursues three main objectives: (1) to contribute to the argument that higher education requires a renewed vision for online and hybrid learning; (2) to expand the theoretical concept of hyper-hybridity; and (3) to demonstrate how an emerging digital platform can embody and support hyper-hybrid learning principles. Methodologically, this is a theoretical investigation grounded in the specialised literature on online, blended, and hybrid learning. The analysis examines how pedagogy and digital technologies are co-constructed, how hyper-hybrid spaces can provide cognitive and emotional support to learners, and which existing digital environments can serve as models for such spaces. To illustrate these ideas, the paper draws on Collabits, a purpose-built learning platform designed to create representational and liminal spaces that enable learners to co-construct knowledge through synchronous and asynchronous interaction. The discussion highlights persistent challenges in online education—including limited interaction, digital inequalities, and increased cognitive load—and argues that hyper-hybrid spaces can address these by fostering collaboration, reflection, and shared meaning-making.
Arthur Galamba (2025) studied this question.