Offering a Bachelor programme in a competence-oriented format both face-to-face and at a distance poses a great challenge when it comes to designing the two versions. At the implementation level, it means handling the course design orientations of teachers at the same time, based on common learning outcomes and in accordance with the institutional requirements for a traditional face-to-face university setting. From a theoretical point of view, adapting course organisation relies first and foremost on the theory of transactional distance and digital skills. This research project takes a qualitative approach and uses data that consists of reports written by the distance learning coordinator based on interviews and the work undertaken with 10 teachers and other stakeholders over two years, in addition to documents produced over the full period. After carrying out a pragmatic analysis, the findings reveal issues related to i) teachers' professional development; ii) content adaptation and pedagogical strategy refinement to meet students' needs both face-to-face and at a distance; and iii) quality improvement of the face-to-face programme, particularly in terms of active teaching methods and alignment between learning outcomes and evaluation.