\_\_\_\_ synchronous activities (such as video conferencing) provide students with opportunities to connect with 72. \_\_\_\_ in an immediate way, live chats can cause difficulties for students who cannot read and type chat entries quickly. Asynchronous activities, such as blogs, Facebook entries, and online discussion boards, can 73. \_\_\_\_ manage. Ultimately, to meet the needs and interests of all students, have a blend of synchronous and asynchronous activities and record synchronous classes 74. \_\_\_\_ students who would like to review the content after the session will be able to do so. There is no single activity that will engage all learners equally; 75. \_\_\_\_ by using multiple methods of engagement, you can meet the needs of all learners. Students engage 76. \_\_\_\_ content in different ways. Some students might have preference 77. \_\_\_\_ they consume content, and some students with disabilities might only be able to access learning content through certain modalities. While print text in materials like textbooks and worksheet 78. \_\_\_\_, digital text can be manipulated by the user. Digital learning environments 79. \_\_\_\_ to provide content in a variety of means, 80. \_\_\_\_ different methods of audio, video, and text. (Jimalee Sowell, “Making Learning Inclusive in Digital Learning Environments.” English Teaching Forum, Vol. 61, No. 1, 2023.)