View article

The COVID pandemic and social distancing have induced radical disruptions to work and learning practices. Working from home (WFH) has reduced offline interactions while increasing digital communications, especially video. Pre-COVID, work teams often combined digital communications with various offline interactions, including formal meetings, water-cooler conversations, and impromptu chats (Hinds et al., 2002; Kraut et al., 2002; Nardi & Whittaker, 2002; Nardi et al., 2000; Olson & Olson, 2000). In educational settings, Pre-COVID learning often took place in physical classrooms and small group settings that promoted informal offline interactions (Dearden, 2011; Pashler et al., 2008; Phillips & Soltis, 2015). During COVID, people attempt to replace these heterogeneous forms of offline communication by combining videoconferencing with other digital tools. These changes have promoted speculation about the …