The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future.

COVID-19 大流行导致世界范围内其他面对面的高等教育环境发生了向在线授课的快速转变。这项定量研究旨在调查不同的授课方式和评估类型对学生成绩的影响。具体来说，对英国高等教育机构生物科学专业一年级学生在两个不同学年（即 2018-2019 年和 2020-2021 年）的七个模块中取得的成绩进行了比较。2018-2019学年以传统的面对面方式授课，而2020-2021学年的授课方式则通过混合学习。结果显示，七个模块中的四个受到从面对面到混合交付的转变的负面影响（p < 0.05，T 检验）。一个模块未受影响（p > 0.05，T 检验），其余两个模块受到积极影响（p < 0.05，T 检验）。然而，需要重新评估的学生比例随着混合学习交付而增加，尽管这并不显着（p < 0.05，T 检验）。总之，与面对面授课相比，混合学习中大多数单个模块的分数有所下降，同时所需的重新评估也相应增加。尽管为学生纳入在线学习元素有积极的好处，但在未来的模块交付计划中利用这些信息来支持未来不同的学生群体也很重要。