Assessing the Efficacy of Virtual Teaching versus Face-to-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis

Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-to-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-to-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-to-face instruction.