Hybrid teaching has become a common approach, with its inclusive character being a main advantage. However, it also comes with problems such as increased attention requirements for teachers and a lacking social integration of both groups of students (remote, on-site). The present research aims to enhance the potential of hybrid teaching through innovative technology concepts that leverage the advantages while minimizing the disadvantages from a technical and experiential perspective. Based on a literature analysis and empirical insights from explorative interviews with teachers and students, we introduce the concept of the Fernstudent. It gives remote students a physical presence in the classroom, in the form of an anthropomorphic robot that sits in a row with the other students, transmits images and sound from the lecture hall, and can also signal to join the discussion. Retrospective interviews with teachers after nine-week field tests revealed that it could provide the main envisioned benefits but also showed points for further development. Limitations of the present research and more general implications for research and practice are discussed. [For the full proceedings, see ED636095.]