The emergency conversion produced a lot of recorded lectures and very little online teaching. The distinction is not pedantic. It explains almost all of the difference in student outcomes across institutions this year.

What the good programmes share

Short asynchronous material, small synchronous groups, and assessment redesigned around open resources rather than policed against them. None of it is new, and all of it takes a term to build properly.

The other shared trait is administrative: a single support team that faculty can actually reach, rather than a licence for a platform and a link to its documentation.

Institutions that invest now will keep the capability. The ones treating this as a temporary workaround will rebuild the same thing again in three years.