The COVID-19 pandemic has influenced teaching and learning in dramatic ways. Educators have made significant efforts to facilitate learning in dynamically changing formats, and students have experienced a very difficult time to learn in non-traditional environments and settings. This study focuses on participation rates of 5th grade students on a variety of learning activities or assignments in Language Arts and Social Studies that occurred over a three-month period in which the school pivoted from full remote learning to a hybrid model. Results from a nonparametric analysis on 42 learning activities indicate that students' participation rates on synchronous assignments are higher than that on asynchronous assignments. Implications for increased attention to instructional design as they relate to technology integration and the unique circumstances of remote learning are discussed.