The COVID-19 pandemic forced many researchers to adapt their studies from in-person to remote, using digital tools. Although established in ethnographic research, digital tools change how the researcher and participants can experience co-presence. This paper presents findings from an ethnography of an art museum's learning team during remote working periods. Along with moving researchers to digital tools, the COVID-19 pandemic forced art museums to move the 'cultural experience' online, disrupting what engagement could offer. Conducting a remote digital ethnography mirrored the challenges of digitising an art museum's learning programme, bringing into question the value of 'presence' in both experiences. From my reflective diary, largely written about my participant observations, I present three types of 'presence' enabled by digital ethnography. These are 'dislocated presence', 'lingering presence' and 'hyper-presence'. The types of presence have implications for how digital tools are used in ethnographies and the researcher's reflections on the process.