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This practical report explores the impact of forced learning design changes due to the Corona pandemic. At the School of Education Northwestern Switzerland over 2000 K-6 pre-service elementary school teachers got educated in computer science and computer science education over the last five years employing a learning design evolved through a Design Based Implementation Research (DBIR) approach. Assessing efficacy of the course through effect sizes the 2019 courses have served as pre-Corona baseline. Changing hastily in 2020 to online learning dramatically shifted the learning design in ways not initially anticipated in the DBIR process. Collaborative face-to-face (f2f) learning activities got replaced with individual online learning. Employing effect sizes has allowed us to quantify a Corona effect by comparing self-efficacy measures before Corona and during Corona. While there where only small effect …