The rapid introduction of University remote learning due to COVID19 raised concerns of poorer educational outcomes, especially for at-risk students. Comparing satisfaction (n=33,029) and marks (n=128,823) in the first online unit to the previous three years, multilevel models ascertain the effect of remote learning with comprehensive controls, and test equity and curricula moderators. Results indicate significant small decrements in satisfaction and an increase in marks; effects so small as to be insubstantial. No highly dissatisfied or poorly performing student sub-groups were identified. While not all education aspects are measured, this high-level comparison indicates a successful initial transition to remote learning.

Statement of contributions: DL conceived the study, obtained ethical approval, undertook the literature review, analysis, and drafted all sections of the manuscript; CS navigated and helped interpret institutional data, undertook the SES and QILT analysis, and reviewed the draft manuscript; PP guided all aspects of the statistical analyses and use of the specific software applications utilised, and reviewed the draft manuscript; and MW expanded the literature review.Three authors are employed by the intervention institution.