Do you think that perhaps that issue might be alleviated if the lecture is intertwined with interactive quizzes, models, examples, things like that?

Could you replace your dog with videos of the best dog in the world along with integrated Tamagotchi-style interactive components [1]?

https://en.wikipedia.org/wiki/Tamagotchi

I expected different things from my dog and my teacher when I was a kid. I still do today.

Many of my teachers, most even, could have been replaced, with with some gain, by high-quality videos and quizzes.

I think the point being raised is not about the expectations of a dog and a of a teacher.

The point is between a simulacrum of a dog, and an actual living breathing dog with its own wants/needs/spontaneous behavior and personality.

Similarly, the expectations of an actual teacher, vs just self learning with tests.

This issue is captured in Blooms 2 sigma problem.

https://en.wikipedia.org/wiki/Bloom%27s_2_sigma_problem

It changes based on the user.

Someone get's hives around dogs. Perhaps the online version is better.

Depends on the need.

I want to learn about all dogs. Online would offer more. I want to learn more about this one dog perhaps locally observing is better.

Depends on the technology at the time.

Online might offer the same experiences locally in the future. VR might give you the chance to meet that dog and interact virtually.

The difference between a simulacrum of a dog and a dog is important only in the context of what you trying to get out of a relationship with a dog. Similarly the difference between a virtual and real teacher. Since I am trying to get different things out of each the analogy is useless. That is what I was trying to communicate.

Possibly? My grades slipped in university once I realized that no one knew my name and no one much cared. Really it's about the interaction with my teacher and the desire to keep from disappointing.

This definitely works great. If you stop and give them an activity to use what they learned, or just quiz them to test for understanding it forces them to engage with the content and learn far better. This is basic active learning, and doesn't need to be live. Though it can probably work better live (e.g. zoom), say if you pause, then call on students randomly to embarrass the slackers into participating.