Effective facilitation and guidance in hybrid classrooms can be understood through several theoretical frameworks:

Social Presence: This concept emphasizes the importance of creating a collaborative and supportive learning environment where students feel connected and engaged. Moderating in hybrid classrooms involves building a sense of community, encouraging dialogue, and facilitating interactions between learners and educators.

Constructivist Learning Theory: This theory underscores the significance of social interaction, inquiry-based learning, and active engagement in knowledge creation. Moderators in hybrid classrooms provide opportunities for students to interact, share knowledge, and collaborate. They foster critical thinking and deep understanding by encouraging active participation, facilitating discussions, and guiding learning experiences.

Online Learning Consortium (OLC): The OLC highlights the importance of fostering an engaged and supportive learning community in online settings. In hybrid classrooms, moderators use online resources and communication tools to build community, promote teamwork, and facilitate knowledge sharing. They support student engagement by encouraging participation, responding to questions and concerns, and providing prompt feedback.

Adult Learning Theory and Instructional Design Principles: These inform the role of facilitation by recognizing diverse learning preferences and styles, and supporting learner autonomy and self-regulation. Moderators create and facilitate dynamic learning experiences using strategies such as active learning, problem-based learning, and experiential learning to maximize student engagement and learning outcomes.