What is distance learning and is it expanding so fast?

Distance learning is one of the best-known terms used to refer to learning that takes place between people who are not physically in the exact geographical location. In this way, it usually entails an effort for teachers and educational institutions to provide access and facilities for learners who are not physically present in the classroom.

A quick overview of the term shows that a common element is that the form of instruction is between two parties (a learner and a teacher) and that it takes place at different times and/or places. In addition, different means, materials, and instructional tools are used (Moore et al., 2011), such as computers, tablets, or different technological support equipment that allows linking people who are in the classroom with those who are not.

Distance learning may appear to be a relatively new educational approach, but it has been a part of the educational landscape for decades. It's not a future prospect for higher education to brace for; rather, it's a current reality that presents both fresh opportunities and challenges for educational institutions. This reality provides students with greater flexibility regarding where, when, how, and from whom they receive instruction. It also extends educational accessibility to an ever-expanding audience.

These are some of the main advantages of distance learning and online education, which will be discussed in the next section. Other benefits can be found in the flexibility that educational centres can provide when developing and offering learning, as well as in the use and implementation of new technologies. It is worth mentioning the different and multiple interdisciplinary approaches that can be used using these methodologies (Mahlangu, 2018), whether between subjects contexts, or content. Another feature that reinforces this type of learning is that interactions between students and teachers take place frequently and could serve to increase engagement with students (Brinthaupt et al., 2011; Martin & Bolliger, 2018).

As previously mentioned, these types of methodologies are not new, but in recent years there has indeed been an exponential increase in the number of schools, universities, and other institutions offering distance learning courses, workshops, and programs. This increase in distance learning has not only had to do with the rapid irruption of the world of technology in educational centres; the use of this type of methodology has multiplied due to the global pandemic caused by COVID-19 (e.g., Danchikov et al., 2021; Schneider & Council, 2021), which has forced the vast majority of centres worldwide to adapt to this type of teaching almost immediately.

This has not only led to a change in many schools' conception of how, when, and how to teach classes and subject content but also the quality and quantity of pedagogical and institutional support received has varied in quantity and quality depending on the families and their socio-economic backgrounds (United Nations, 2020).

For this reason, different digital, cultural, and structural gaps cause barriers to this type of methodologies, this not only impacts the economic dimension but also crucial elements of learning, including students' self-efficacy and metacognition. These factors, which can produce inequality, can be divided into three main areas: the digital divide or access to technology, the socioeconomic and infrastructural gap, and the different cultural gaps that can hinder access to or implementation of these methodologies. Subsequent sections of this guide will endeavour to offer strategies for addressing the challenges linked to both distance and online learning.

This first section is intended to highlight that, compared to traditional face-to-face learning, distance learning is neither an accelerator of learning nor is it a master tool that will solve the challenges of teachers and students. Nor is it a tool that should be discarded because it is imperfect, but rather, by analysing its risks and multiple benefits, it can be very useful for teachers to have one more tool to try to promote learning among students (Fisher et al., 2021).