This investigation examines the efficacy of virtual teaching and face-to-face instruction through a combination of qualitative analysis and a preceding quantitative study conducted over a five-year period. The study encompassed 2,551 students enrolled in ten semesters, with half of the classes delivered via virtual teaching and the other half through face-to-face instruction. The findings indicated that both teaching modes received high praise for the course design and delivery, signifying successful implementation. Specific strengths were identified for each mode: Virtual teaching was commended for its flexibility in allowing students to attend classes in a private environment and effective utilization of learning technologies and multimedia resources, whereas face-to-face instruction was particularly valued for its immediacy of communication and engaging activities. Notably, students in face-to-face settings provided actionable suggestions for enhancing the physical learning environment, while those in virtual settings generally expressed satisfaction without proposing improvements. The lack of suggestions for improvement may indicate a deficiency in self-awareness and metacognitive skills in their learning, a Dunning-Kruger effect. This deficiency may be due to the absence of peer-to-peer interaction in virtual teaching environments, which consequently contributed to their underachievement.