This study examined whether distance learning in a first-year PBL courses in the first unit of instruction improves the effectiveness of subsequent group work learning over face-to-face learning. The first-year PBL consisted of three units: an input unit, a group work unit and an outcomes presentation unit. In 2017/2018, the input unit was conducted in the classroom with face-to-face learning. In 2017, a workshop was held in addition to face-to-face learning in classroom. In 2020/2021, the input unit was conducted with distance learning. In the years, approximately 100 people completed the questionnaire. A preliminary check confirmed that the average score of students' self-assessment of their own social skills were not significantly different among the four years. Analysis showed that in 2018, the perceived efficacy in the group work unit depended on learners' high social skills. Alternatively, in 2017/2020/2021, the perceived efficacy in group work was not dependent on learners' social skills. This suggests that distance learning and face-to-face learning with workshop learning, instead of full face-to-face learning for the units placed before the group work unit facilitates the learning efficacy of the group work unit, even for students with social skill concerns.