Blended synchronous learning provides students flexible attendance options for class sessions. This study explored the experiences and interactions of remote and on-campus students in the blended synchronous classroom using a protocol pedagogy framework and a 360-degree camera. This multimethod study included observations and video recordings of two class sessions and a postcourse survey. The participants were nine graduate students in a learning sciences and technology course. Students rated remote and on-campus audio and visual experiences similarly. Increased participation was observed from session one to session two. Mean interactions of remote and on-campus students were 7.25 and 9.17, respectively. Overall, remote interactions were comparable to on-campus interactions.