Matter, PhilippLeikert-Boehm, NinjaHeinrich, PeterRöpke, RenéSchroeder, Ulrik2023-08-302023-08-302023978-3-88579-732-6https://dl.gi.de/handle/20.500.12116/42230COVID-19 accelerated the shift to online and hybrid instruction. While the literature shows that online courses can often perform as well as in-person classes, it is difficult to establish social presence, an important predictor of learning outcomes, at a distance. In this paper, we present exploratory observations of online, hybrid, and in-person environments of three courses at a Swiss university from 2021 to 2022. We were interested in our students’ perceptions of social presence in and between courses. The results show significant differences in course ratings and suggest carry-over effects between different course modalities, such that students who attend a course in person systematically rate online courses lower than students who attend only online. These effects disappear when courses are delivered exclusively in person.enSocial presenceteaching modalitiesonline teachinghybrid teachingin-person teachingText/Conference Paper10.18420/delfi2023-131617-5468