Information technologies enable new ways for the dissemination of knowledge and, gradually, spatial barriers are no longer an obstacle to the democratization of education. The Federal University of Paraná has institutionalized a hybrid, face-to-face and remote teaching modality, aimed at the specialization graduate program. In this context, the objective of the article is to identify factors that may be associated with student performance in this educational model. By means of a quantitative analysis protocol, the study examines performance considering the variables attended discipline, modality, gender, age, status, grade, and frequency. The results showed better performance of students of Academic Writing in English and greater difficulty with Statistics. In the duality between students considering the modality, students who took face-toface classes demonstrated a higher grade and frequency than the non-face-to-face students. [ABSTRACT FROM AUTHOR]