IntroductionThis study aimed to investigate the effectiveness of distance learning (DL) for the second‐year periodontics course compared to classroom learning (CL).Materials and MethodsDL for Class A (n1 = 126) and CL for Class B (n2 = 133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second‐year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first‐year final % scores as a covariate to test if the second‐year final % scores and the distributions of letter grades were significantly different between Class A and B.ResultsThe mean second‐year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t‐test, p = .019). However, in GLM, the first‐year final % scores significantly affected the second‐year scores (p = .016); the second‐year final % scores between the two groups were not significantly different (p = .268) after considering the individual first‐year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second‐year course between the two groups (odds ratio = 1.6; 95% confidence interval = [0.95, 2.72], p = .078) after considering the first‐year final % scores.ConclusionWithin the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.