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Previous research has examined the effects of client and bureaucrat attributes as well as contextual factors on clients’ perception of aggregate-level public services. However, there is limited evidence on clients’ evaluation of specific frontline services and the role of technology. This study takes advantage of a unique multi-year course evaluation dataset in higher education in China to elucidate the effect of teleworking on clients’ perception of frontline services. Due to the COVID-19 outbreak in January 2020, Chinese universities were forced to turn the in-person courses into online courses, which provided an excellent opportunity to identify the exogenous effect of technological shock. A series of statistical analyses suggest that online teaching significantly improves students’ perceptions of course quality. Moreover, this positive effect increases when class size, a typical indicator of task complexity in teaching processes, increases. This study has important theoretical and policy implications for introducing teleworking into public service delivery.

Teleworking and Clients’ Perception of Frontline Services: Evidence in Higher Education during the COVID-19 Pandemic