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Public understanding about complex issues such as climate change relies heavily on online resources. Yet the role that online instruction should assume in post-secondary science education remains contentious despite its near ubiquity during the COVID-19 pandemic. The objective here was to compare the performance of 1790 undergraduates taking either an online or face-to-face version of an introductory course on climate change. Both versions were taught by a single instructor, thus, minimizing instructor bias. Women, seniors, English language learners, and humanities majors disproportionately chose to enroll in the online version because of its ease of scheduling and accessibility. After correcting for performance-gaps among different demographic groups, the COVID-19 pandemic had no significant effect on online student performance and students in the online version scored 2% lower (on a scale of 0–100) than those in the face-to-face version, a penalty that may be a reasonable tradeoff for the ease of scheduling and accessibility that these students desire.