This article examines the assessment of teaching of selected science and humanities undergraduate courses, some of which were taught remotely and others in person. In a questionnaire survey students compared face-to-face and distance learning of the subjects. The data were statistically processed using descriptive statistics, Mantel-Haenszel test of linear association, Pearson chi-square goodness-of-fit test, and finally cluster analysis. According to the opinion of most students, distance learning was comparable to face-to-face learning. When the respondents were divided into clusters, two comparable groups emerged—one preferring face-to-face learning, the other preferring distance learning. Humanities subjects showed to be less time-consuming and yielding better final grades for the students.