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Online STEM learning has been ongoing for quite a few years. As more classrooms are using digital learning environments, it is important to rely upon the foundation of SoTL and DBER research that is already available so that evidence-based practices can be put in place without having to design and teach online STEM in a vacuum. 

While individual studies have reported varying results, meta-analyses suggest 'no significant difference' in student learning outcomes between online and traditional learning environments. I myself have done research in this area within undergraduate STEM courses:

• A comparison of online and traditional chemistry lecture and lab
• A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course
• A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences
• An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course
• Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format
• Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research

Beyond this, best practices have been explored and published in online STEM learning environments:

• If at first you do not succeed: student behavior when provided feedforward with multiple trials for online summative assessments (my replication study expanding this to multiple STEM disciplines is in press now)
• Instructional strategies and course design for teaching statistics online: perspectives from online students
• Exploring Design Elements for Online STEM Courses: Active Learning, Engagement & Assessment Design

In short, meaningful STEM learning is absolutely possible under these constraints. I am happy to discuss my experiences at the undergraduate level. If you share your grade level, I'm sure others in this community can share evidence-based practices they are using in their synchronous, asynchronous, or hybrid STEM courses.