Abstract
The COVID-19 pandemic has forced higher education institutions to adopt different teaching modalities in response to the crisis. This study conducted a comparison of face-to-face, online and HyFlex teaching modalities in an undergraduate course taught by the same instructor over three semesters to determine if there were differences in student learning and course evaluations across modalities before and during the pandemic. The results show that teaching modality do not significantly affect student perception on the types of skills and knowledge emphasised in the course, overall student grades and course evaluations although online and HyFlex modalities require students to put more effort and personal responsibility to accomplish learning objectives of the course. Overall, neither modality is more effective than the other before and during the pandemic.
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