Previous research on e-learning elucidates the notion of presence and learning. Scholars have conceptualized different concepts and theories based on the idea of distance education and learning. However, the "experience" of learning has been overshadowed with emphasizes on pedagogical models for social presence, theories on how to improve learning collaboration between students and teachers, and how the presence of individuals in digital environments plays a crucial role for establishing genuine learning. In this paper, we argue that genuinely rich learning is based on genuinely rich presence of learners, and not exams, tests and other forms of evaluating knowledge. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be "digitalized". In order to investigate this, we have turned to the German philosopher Martin Heidegger and the concept of "Dasein". The concept of "Dasein" means to apprehend the "existence" of the world and not only the world itself. "Digital Dasein" means to transcend the digital medium and reveal the essence of presence for a more translucent form of e-learning. The need for an artefact mediating "Digital Dasein" has been identified.