Also, a teacher here, and to add my two cents, one of the bigger issues with virtual is motivation.
For students who are generally self-starters, motivated individuals, they tend to look after their needs and seek out methods for getting their questions answered no matter what environment they're in.
But there are other students for whom getting started on the task, especially challenging tasks, doesn't come as easily for whatever reason. In physical classrooms, there are measures you can take to help increase the likelihood that these students will take care of these tasks that are hard to replicate in the virtual environment.
For instance, just the act of standing near a student will increase the likelihood that students will take the time to ask you a question. If they have to physically get up and walk to your desk in front of their peers, the likelihood goes down. Not in all students, but in some, and in my experience, disproportionately so with struggling students. Generating that proximity presents challenges in the virtual world (and to be honest, will present some challenges in the physical classroom, too), but easier.
Determining which students are on-task is also easier in the physical environment, and that can allow you to redirect student attention in a number of manners. My district allows students to determine whether their cameras will be on, the vast majority keep theirs off, and so determining off-bask behaviors are a lot more difficult. And those off-task behaviors are often more prevalent in struggling students as an avoidance mechanism.