  The COVID-19 pandemic precipitated an abrupt shift in the educational
landscape, compelling universities to transition from in-person to online
instruction. This sudden shift left many university instructors grappling with
the intricacies of remote teaching. Now, with the pandemic behind us, we
present a retrospective study aimed at understanding and evaluating the remote
teaching practices employed during that period. Drawing from a cross-sectional
analysis of 300 computer science students who underwent a full year of online
education during the lockdown, our findings indicate that while remote teaching
practices moderately influenced students' learning outcomes, they had a
pronounced positive impact on student satisfaction. Remarkably, these outcomes
were consistent across various demographics, including country, gender, and
educational level. As we reflect on the lessons from this global event, this
research offers evidence-based recommendations that could inform educational
strategies in unwelcoming future scenarios of a similar nature, ensuring both
student satisfaction and effective learning outcomes in online settings.
