Abstract
As with most sectors, the Covid-19 pandemic has been a hugely disruptive force in higher education, with teaching and learning severely impacted. Out of necessity, there is an ongoing need for educators to employ emergency 'hybrid' teaching strategies in the hope that geographically dispersed cohorts may continue to be provided with equitable and meaningful learning experiences. A key finding to emerge from our exploratory research is that even when synchronous hybrid teaching is planned out with respect to nurturing an inclusive community of inquiry (CoI), inequities remain when it comes to learning. Whilst instigating informal 'backchannels' of communication can help reduce inequities, in-class students remain at a distinct advantage over online students because of their physical and social proximity to teaching staff. Therefore, synchronous hybrid delivery mode, whilst beneficial as an interim/emergency measure, may not be a suitable permanent delivery option for those wishing to maintain a strong and equitable CoI. Where adopting a hybrid approach becomes potentially unavoidable in the future, two recommendations designed to help strengthen a CoI are provided.