<p>As higher education is increasingly confronted with heterogeneous learners, synchronous hybrid settings that simultaneously combine on-site and online participation appear to be a way of providing educational settings that fit the diverse needs of learners. With a free choice of participation mode, synchronous hybrid settings promise a more inclusive and individualised higher education setting. Previous research shows that participation decisions are shaped by personal, social and educational factors, with online participation being valued for its flexibility and the opportunity for self-directed learning. On-site participation is particularly preferred due to social interaction and a perceived structured learning environment. However, an analysis of students’ reasons for online or on-site participation in synchronous hybrid settings has yet to be carried out. This analyses questionnaire and interview data with students from three semesters, identifying three major reasons for participation (on-site and online): (1) Due to the diversification of student pathways, synchronous hybrid settings offer flexibility that fits <i>the live situations</i> and provide access and participation opportunities. (2) By deciding on the participation mode, students reflect on their <i>individual learning preferences</i> and the factors that promote and hinder their learning process. (3) Finally, within their <i>interaction preferences</i>, students link their participation decision to relationships within the learning group and the experience of social presence. The findings highlight that perceived successful interaction is closely tied to on-site participation while the value and roles of online participation are being redefined. Synchronous hybrid settings can be regarded as participant-sensitive by fostering students’ awareness of their own learning and addressing the increasingly heterogeneous needs of students.&#xa0;</p>