This study documents student engagement in face-to-face low-tech active learning and student perceptions of emergency remote instruction due to the COVID-19 pandemic in introductory biomechanics . Students in two classes received 8 weeks of face-to-face instruction with five low-tech active learning techniques and then received 6 weeks of emergency remote, online instruction . Learning was measured using pre-test and post-test administrations of the biomechanics concept inventory (BCI). A survey of engagement in active learning with additional questions on active learning and online instruction were collected with the post-test . No student perceptions of engagement in or online instruction were correlated with learning measured by normalised gain . Student's perception of the 'value of group activity' factor from survey was significantly correlated (= 12 %) with the number of students typically in active learning groups . There was a significant correlation (= 46 %) between student perception of reading the textbook before online video lessons and perception of value of the video lessons in the online portion of the course . Most students (59 %) preferred face-to-face instruction in biomechanics . While up to 28% of students may have reported resistance to group-based active learning, low-tech active learning significantly improved mastery of biomechanics concepts above levels previously reported for lecture alone.