Over the recent years, many university professors have attempted to incorporate into their pedagogical approach, online tools and resources that were available. However, the complete transition to online teaching has not been very successful. Often, university administrators have encouraged instructors to increase their online offerings for different reasons, such as to increase flexibility and perhaps to decrease costs. Not surprisingly, when the Coronavirus pandemic hit the world of education, the abrupt transition to online teaching was rather chaotic and difficult, but inevitable.

With the help of a survey instrument administered at the end of several semesters in an MBA mandatory analytics course at a Canadian university, this research looks at the relevance of various pedagogical tools used in a Face-to-Face environment prior to the pandemic, during the emergency remote teaching and after the pandemic. Several descriptive statistical analyses are performed to assess the respondents’ perceptions of the value of educational activities and resources offered in the course under different delivery formats. It was found that some learning tools such as online quizzes were considered not as useful in a post pandemic setting.

Keywords: Pedagogical Tools, Online Delivery, Face-to-Face.