Of the many lessons that the pandemic has taught us and brought into our personal and professional lives, the recognition of human agility and flexibility is possibly the least recognised, but most valuable. Architecture courses, which traditionally apply practice-based pedagogy and foster studio-based learning, were the most reluctant to embrace the growing cohort of online and blended (or hybrid) model programmes. However, pandemic-induced circumstances found us, less than a week into lockdown, embracing the virtual world and carving our own spaces in its digital alcoves. After two and a half semesters of exclusively teaching architecture and interior architecture remotely across a range of practical modules (from Studio to Architectural Representation), it became apparent that architecture was finally given the permission to become fluid and be interpreted through the tools which we still refer to as digital, thus distinguishing and removing them from the realities of their seamless, quiet integration to our everyday, physical lives. On return to on-campus teaching, elements of the virtual practice became an established part of studio pedagogy, proving that remote learning is not only beneficial for providing access to knowledge, but also an instrument for conducting advanced layers of analysis, thinking and creativity. However, in bringing us together, the technology not only establishes itself as the (only) means, but also as a selector: qualifying participation based on connectivity and equipment quality.