Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome--coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a "viva voce" examination during 2020, 2021, and 2022 (n = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 (n = 45). Additionally, an extensive course evaluation survey was conducted to assess student satisfaction with the different course formats. In 2019, the pass rate was 27%, which increased significantly to 63% (P < 0.001) when provided as a distance-based course during 2020/2021/2022. The survey results indicated that most students appreciated the digital distance-based format and considered it beneficial for their learning. While some students found the take-home examination to be challenging and the "viva voce" examination stressful, others viewed the take-home examination as beneficial for their learning and the oral follow-up as a valuable opportunity for further learning. The combination of digital lectures and quizzes enabled students to learn at their own pace and convenience, which can lead to greater engagement and contribute to higher pass rates. Take-home examinations promote deeper learning as students must independently find answers to questions. When these examinations were followed by "viva voce" examinations, students were given the chance to elaborate on their responses, thereby gaining additional insights and reinforcing their learning during the examination process.