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This study investigates how remote learning due to the COVID pandemic impactsstudents' ability to keep up with the pace of instruction in a university levelphysics course, with a focus on the heterogeneous impact of remote learning ondifferent demographic groups. Student learning data is collected from 70 onlinelearning modules assigned as both online homework and self-study material inboth Fall 2020 and Spring 2020 semesters, with the first 41 modules beingassigned before campus closure in Spring 2020. Students' ability to stay ontrack is measured by three data indicators: percentage of modules submittedbefore the due date, percentage of modules submitted early for extra credit,and percentage of modules properly engaged with. The student population isdivided into two demographic groups according to each of the four demographicvariables: Gender, Ethnicity, Transfer Status and First generation status. Allthree data indicators from both semesters are first compared between each pairof demographic groups within the same semester, and then compared within thesame group between the two semesters. Exam and course scores are also comparedbetween demographics groups in Fall 2020 and against scores from the Fall 2019semester. The analysis revealed that remote learning significantly reducedon-time and early submission for first-generation students, but increased thefrequency of early submission for transfer students. Under-represented minoritystudents had higher percentage of engaged modules during the pandemic, whilenon-URM students had the same level of module engagement before and after thepandemic. These results suggest that pandemic remote learning had verydifferent impact for students with different demographic background, and futureinstructional design should strive to provide more flexible options to meet thevarious needs for a diverse higher-ed student population.

Analyzing the Heterogeneous Impact of Remote Learning on Students' Ability to Stay on Track During the Pandemic