One of the oldest observations about the internet is that correspondents can often seem very different depending on the communications medium. This can enable dishonesty, but it often is unintentional and in education, useful. Periodically, instructors of hybrid or online courses notice that some students who might not be talkative or assertive in a classroom become "talkative" or more likely to contribute in asynchronous discussions. This is normal and often beneficial; it might be a reason to add online asynchronous discussions to face-to-face courses!
Some students crave a fast-paced discussion in a classroom where they have the chance to do some public speaking, interact with peers, engage in spirited (but friendly) debate, or help classmates organize different perspectives on-the-fly. Others want time to reflect and consider a response before speaking up,dislike classroom discussion, and prefer to write (or deliver in audio or video) carefully-considered and edited responses online. Even an audio recording like the one you're listening to now might be preferable to some students who are otherwise shy in an F2F class.
If you have both asynchronous and synchronous discussion in your class, be on the lookout for this. Let students carry their weight where they are strongest or more comfortable making good contributions. At the same time, consider nudging students to contribute where they are less comfortable, perhaps somehow incentivizing them to do so. Your course can be an opportunity for them to capitalize on their way of communicating, while building strength in areas where they are weaker.