Definitions of hybrid learning and teaching in higher education are emerging, but processes and practices remain unclear. New, hybrid teaching models hold promise for collaborative, dialogic approaches within and across digital-physical learning environments. This Interactional Ethnography seeks to understand how first year undergraduates collaborate in synchronous hybrid teams. We adopted a design-based research (DBR) process that generated three cycles of synchronous, inquiry-based group tasks over one semester. The archive of records includes co-planning meetings (audio), curriculum documents, classroom teaching & zoom screen capture (videos), student work (digital texts), university teacher and student interviews. Our micro-ethnographic discourse analysis of synchronous hybrid recordings examines how and in what ways students engage in hybrid teamwork in collaborative inquiry-based interactions. We conclude with key practical strategies and conceptual challenges for synchronous hybrid collaborations in higher education.