This article contributes to the scientific debate by analysing the effects of hybrid learning environments (HLE) using a systemic and socio-technical approach. The study distinguishes itself from approaches that only partially understand the components of the HLE (mainly the presence-distance articulation, which is part of the structural organisation of the HLE) and proposes an integrated method that simultaneously considers the structural, pedagogical and human dimensions of evaluation. Based on a critical review of current research, we define the relevant concepts and variables to be considered in the study of learning experiences in HLE. The model presented is based on a multidimensional evaluation perspective. It will be applied to three cases to confirm its validity it encourages collaboration between researchers, teachers and instructional designers in the design of data collection tools, with a view to the continuous improvement of the proposed learning environments.