Even before the COVID-19 pandemic, there was already considerable research into online education in higher education, and some universities were offering online training and degree courses for students. The breakthrough in this area for all higher education institutions came with the pandemic, typically out of necessity. Primary and secondary schools have experienced serious difficulties, while the transition in higher education has been smoother, with temporary disruption possibly caused by a lack of adequate technical equipment. Once the COVID-19 pandemic had passed, schools and universities that had not previously taught online mostly returned to face-to-face teaching and tended to restrict their enrolments to the online space. The Budapest University of Economics has retained online teaching and examinations in its part-time courses, while reverting to face-to-face teaching in its full-time courses. The artificial intelligence course is part of the third year of the course for students of Business Informatics. Artificial intelligence is very useful for the analysis and prediction of economic processes, which is why it is included in the curriculum in the last innovation. The artificial intelligence course was taught in both formats last semester, and we would like to share the assessment experience in this paper. The assessments were held online for both courses, with the only difference between face-to-face and online participation. The results of the assessments were analysed using statistical methods.