I find very interesting your question. In my opinion, distance and virtual activities can indeed have an impact in social relationships but there are other factors to be considered. I think familiar and laboral environments constitute the core of social relationships alike neighborhood interactions. In this sense, academic related knowledge can have a positive impact in relationships in all these environments, being the most afordable option for many people. Summing up, even if distance education can eventually impact social relationships, it is not the only factor, let alone the most important one.

While there are many advantages to distant learning, such as accessibility, flexibility, and worldwide connectedness, there are drawbacks as well, such as social isolation, a decline in social skills, and less networking possibilities. In order to address these issues, proactive steps must be taken to develop online communities, encourage social engagement and connection, and offer support services that put students' mental and social health first. Ultimately, the key to developing a welcoming and inclusive learning environment is to take a balanced strategy that maximises the benefits of remote learning while minimising its detrimental impacts on interpersonal relationships

The merits of distance education are undeniable especially in hard times such as COVID or lack of proximity from college or university venues. But its drawbacks are detrimental to the many facets of presence education. I will mention some of them: social interaction with educators and fellow students, possibility of measuring up with other students, learning from each other, etc. I will single out eye contact (perception) with students as a genuine cognitive asset to the educator to make sure that learning is taking place. I remember having been solicited to teach female students in King Saud University, but I turned down the offer for two consecutive years. Eventually, when I took the course, I was full of frustration repeating lots of phatic expressions to ask whether students had understood what I was talking about. In normal classroom settings, eye conatct would have been enough evidence.