This is a good point: "Because of this premium on presence from pre-pandemic practice, practices in online places have also put a premium on synchronous presence. This manifests in many ways; online lectures is the most obvious, where a lecture that was on campus is directly transferred to a Zoom or Teams room." And Lawrie Phipps asks, "Where is the evidence that this kind of never-unplugged presence is better? What if accessing learning and teaching asynchronously led to better outcomes for some students?"
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