The College of Technology at Wilmington University launched the Virtual Instructor Pilot Program (VIPP) in Fall 2022 to address the shortage of qualified adjunct instructors for on-campus courses following the COVID-19 pandemic. This study assessed the VIPP's effectiveness by analyzing student academic performance in on-campus courses with remote instructors compared to other course modalities offered by the university. The research methodology used a causal-comparative quantitative approach, which examined the mean grade point average (GPA) of student records for two undergraduate courses (Class A and B) and one graduate course (Class C) across four academic semesters, utilizing ex post facto data. Independent samples t-tests were conducted to compare the mean GPA between the VIPP modality and face-to-face, online, Online Live, and hybrid modalities. While no statistically significant differences were found in academic performance for Class A, statistically significant differences were found for Class B and Class C. The study's results suggest that the efficacy of the VIPP may vary based on the discipline and course level, indicating the need for further investigation into the factors contributing to the study's outcomes. To gain a more comprehensive understanding of the impact of remote instruction on student learning outcomes in on-campus classroom settings, future research should include larger sample sizes, a more diverse range of courses, and qualitative data collection methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]