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Over the past fifteen years, progress in distance learning and digital engineering has led to the emergence of so-called “hybrid”systems bringing together different modalities: face-to-face, distance learning, individual, collective, synchronous, or asynchronous. Our study, a survey of stakeholders in five hybrid didactic training systems for beginner teachers, explores how the efficiency and effectiveness of such hybrid systems result from the synchronization of rhythmicities experienced, constructed, or to be created. Do these rhythmicities thus created give the whole a kind of temporal ecology aiming, for beginner teachers, to balance: the constrained times and rhythms of the path (more mechanistic scheme); or the times and rhythms constructed and conquered by the participants themselves (more emancipatory scheme)? Three ideal types of trainee-users of the system and to put forward the hypothesis of a search for eurythmy by the latter, regulating their representations, behavior, and activities vis-à-vis the system.