In 2022, **** percent of higher education students in the United States were taking exclusively distance learning courses. A further **** percent of students were taking at least some distance learning courses. For both of these groups, this is a decrease from the previous year, demonstrating the declining impact of the COVID-19 pandemic.

In 2025, Texas A&M University-College Station was ranked as the best distance learning institution in the United States, with 40 percent of its students enrolled online. Florida International University, University of Florida, Arizona State University Digital Immersion, and University of Arizona rounded out the top five.

The dataset in Excel spreadsheet accompanying this article consists of 207 rows and 24 columns. Each row represents an individual responses to questionnaire's items.

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Distance Learning Market Size 2024-2028

The distance learning market size is forecast to increase by USD 149.23 billion at a CAGR of 9.65% between 2023 and 2028.

The growing demand for distance learning, fueled by the continuous development of technology, is a key driver of the distance learning market. As technology improves, online education becomes more accessible, engaging, and effective, allowing students to learn remotely with ease. The integration of advanced tools such as video conferencing, AI-driven assessments, and interactive content is further enhancing the appeal of distance learning.
In North America, the market is experiencing significant growth due to the integration of advanced technologies and shifting educational preferences. With a growing emphasis on flexible, personalized learning experiences, including self-paced e-learning, institutions are increasingly offering distance learning programs that cater to diverse student needs. This trend is expected to continue, contributing to the market's expansion in the region.

What will be the Size of the Distance Learning Market During the Forecast Period?

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The market is experiencing significant growth due to the increasing adoption of remote learning solutions among K-12 students and higher education students. Online assessments, video conferencing sessions, and virtual schools are becoming popular flexible education options for students who require flexibility in their learning schedules. Website-based mediums and application-based mediums, such as e-learning platforms, are increasingly being used to deliver educational programs. Internet access is essential for distance learning, making online learning platforms an indispensable tool for universities and colleges.

Market Segmentation

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD Billion' for the period 2024-2028, as well as historical data from 2018 - 2022 for the following segments.

Type

  Traditional
  Online


Method

  Synchronous distance learning
  Asynchronous distance learning


Geography

  North America

    Canada
    US


  Europe

    Germany
    UK


  APAC

    China


  Middle East and Africa



  South America

By Type Insights

The traditional segment is estimated to witness significant growth during the forecast period. The market encompasses various methods and technologies, including gamification, personalized learning pathways, educational environments, and remote learning techniques. Traditional distance learning, characterized by asynchronous online courses, pre-recorded lecture books, and minimal instructor interaction, remains a significant revenue contributor. This approach caters to a broad audience, particularly those with limited access to digital devices or high-internet connectivity. Academic institutions and the government sector continue to offer traditional distance learning programs, such as those provided by the Open University in the UK via mail. However, corporate blended learning, online education solutions, and personalized learning solutions are gaining popularity due to their interactive and technologically advanced nature.

These methods include learning management systems, virtual classrooms, mobile e-learning platforms, and cloud-based e-Learning platforms. Moreover, the use of intranet connection, computers, tutorials, podcasts, recorded lectures, e-books, and machine learning technology enhances the learning experience. The market also serves academic users and corporate users through service providers and content providers. The increasing literacy rate, internet penetration, and the need for continuous skill upgrading further fuel the market's growth.

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The traditional segment accounted for USD 152.29 billion in 2018 and showed a gradual increase during the forecast period.

Regional Insights

North America is estimated to contribute 34% to the growth of the global market during the forecast period. Technavio's analysts have elaborately explained the regional trends and drivers that shape the market during the forecast period.

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The market in North America is experiencing significant growth due to the integration of advanced technologies and shifting educational preferences. With the rise of gamification, personalized learning pathways, and educational environments, online education solutions have become increasingly popular. Academic institutions and the government sector are expanding their digital services, offering distance learning programs through Learning Management Systems and cloud-based e-Learning platforms. Remote learning methods, such as pre-recorded lectures, tutorials

In the fall of 2022, about ****** students who were enrolled exclusively in distance education courses in postsecondary institutions were located outside of the United States. This is compared to around **** million students who were located in the same state as the institution, but enrolled in exclusively distance education courses. This high level of enrollment in distance learning courses is due to the impact of the COVID-19 pandemic.

One of the sectors that felt the impact of the Corona Virus Disease 2019 (COVID-19) pandemic was the educational sector. The outbreak led to the immediate closure of schools at all levels thereby sending billions of students away from their various institutions of learning. However, the shut down of academic institutions was not a total one as some institutions that were solely running online programmes were not affected. Those who were running face to face and online modes quickly switched over to the online mode. Unfortunately, institutions that have not fully embraced online mode of study were greatly affected. 85% of academic institutions in Nigeria are operating face to face mode of study, therefore, majority of Nigerian students at all levels were affected by the COVID-19 lockdown. Social media platforms and emerging technologies were the major backbones of institutions that are running online mode of study, therefore, this survey uses the unified theory of acceptance and use of technology (UTAUT) model to capture selected Face to face Nigerian University students accessibility, usage, intention and willingness to use these social media platforms and emerging technologies for learning. The challenges that could mar the usage of these technologies were also revealed. Eight hundred and fifty undergraduate students participated in the survey.

The dataset includes the questionnaire used to retrieve the data, the responses obtained in spreadsheet format, the charts generated from the responses received, the Statistical Package of the Social Sciences (SPSS) file and the descriptive statistics for all the variables captured. This second version contains the reliability statistics of the UTAUT variables using Cronbach's alpha. This measured the reliability as well as the internal consistency of the UTAUT variables. This was measured in terms of the reliability statistics, inter-item correlation matrix and item-total statistics. Authors believed that the dataset will enhance understanding of how face to face students use social media platforms and how these platforms could be used to engage the students outside their classroom activities. Also, the dataset exposes how familiar face to face University students are to these emerging teaching and learning technologies.

Historical Dataset of Ep Distance Learning Academy is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2021-2023),Total Classroom Teachers Trends Over Years (2021-2023),Distribution of Students By Grade Trends,American Indian Student Percentage Comparison Over Years (2021-2023),Asian Student Percentage Comparison Over Years (2021-2023),Hispanic Student Percentage Comparison Over Years (2021-2023),Black Student Percentage Comparison Over Years (2021-2023),White Student Percentage Comparison Over Years (2021-2023),Two or More Races Student Percentage Comparison Over Years (2021-2023),Diversity Score Comparison Over Years (2021-2023),Free Lunch Eligibility Comparison Over Years (2021-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2021-2023)

Historical Dataset of Northern Arizona Distance Learning is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2017-2023),Distribution of Students By Grade Trends,American Indian Student Percentage Comparison Over Years (2017-2023),Asian Student Percentage Comparison Over Years (2017-2022),Hispanic Student Percentage Comparison Over Years (2019-2023),White Student Percentage Comparison Over Years (2017-2023),Two or More Races Student Percentage Comparison Over Years (2019-2022),Diversity Score Comparison Over Years (2017-2023),Reading and Language Arts Proficiency Comparison Over Years (2017-2022),Math Proficiency Comparison Over Years (2017-2022),Overall School Rank Trends Over Years (2017-2022),Graduation Rate Comparison Over Years (2018-2022)

The Distance Education Courses for Public Elementary and Secondary School Students, 2009-10 (FRSS 98), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 98 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012009) is a sample survey that provides national estimates on distance education courses in public school districts, including enrollment in distance education courses, how districts monitor these courses, the motivations for providing distance education, and the technologies used for delivering distance education. The study was conducted using surveys via the web or by mail. District superintendents were sampled. The study's weighted response rate was 95%. Key statistics produced from FRSS 98 include the types of distance education courses taken by students, whether the district plans to expand the number of distance education courses, and the technologies used for delivering distance education.

Introduction

E-Learning Statistics: In today’s fast-moving digital world, e-learning has become a key tool for businesses and people who want to keep improving and growing. E-learning is convenient, easy to access, and flexible, making it a game-changer for traditional education. It’s now an essential resource for staying competitive and adaptable in various industries.

Before the global COVID-19 pandemic, online learning was already starting to show up in schools, from elementary through university, as well as in corporate training. Both students and teachers liked the flexibility it offered to everyone taking part in the lessons.

Don't worry; we've put together a list of important E-Learning Statistics for 2024, bringing together the most useful insights in one handy place.

Percentage data of the number of searches: We investigated the transition of people searching for the keywords "university students", "distance learning" and "online classes" using Google search. (Number of searches) ÷ base value is a relative value, i.e. the data with the highest number of searches in the data is 100%, and the other data are calculated as a percentage as (data) ÷ (most frequent data).

The dataset was gathering from Web of Science on the 13th of June 2022. Each record related three conditions simultaneously: i) “social media” or internet-based applications, ii) “general education” or keywords related to this level of study and not contain other grade-related keywords, iii) related to school activities. Data was limited regarding collections, research areas, types of documents, languages, and published years. Then, the document content was validated. Each record was reviewed based on its title and summary information, which determined the paper's eligibility. After the data collection process, the dataset containing 2,122 records related to SMGE for 2005-2021 was formed.

Comprehensive dataset of 948 Distance learning centers in Russia as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

Comprehensive dataset of 55 Distance learning centers in Netherlands as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

Comprehensive dataset of 1,669 Distance learning centers in Italy as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

Based on the data provided by the university course resource network, the content is about the distance education courses offered by universities and colleges for the academic year 108.

The dataset consists of 277 valid records of Vietnamese students’ acceptance of using VCTs in distance learning in COVID-19 pandemic through an extended Technology Acceptance Mode. There are eight factors: Output quality, Computer playfulness, Subjective norm, Perceived usefulness, Perceived ease of use, Attitude towards to use, Behavioral intention to use, Actual system to use.

Financial overview and grant giving statistics of Florida Distance Learning Association Inc.

Historical Dataset of Distance Learning Academy 6-8 is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2021-2023),Total Classroom Teachers Trends Over Years (2021-2023),Distribution of Students By Grade Trends,American Indian Student Percentage Comparison Over Years (2021-2023),Asian Student Percentage Comparison Over Years (2021-2023),Hispanic Student Percentage Comparison Over Years (2021-2023),Black Student Percentage Comparison Over Years (2021-2023),White Student Percentage Comparison Over Years (2021-2023),Two or More Races Student Percentage Comparison Over Years (2021-2023),Diversity Score Comparison Over Years (2021-2023),Free Lunch Eligibility Comparison Over Years (2021-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2021-2023)

The study investigates how distance learning higher education (DLHE) has rapidly evolved in enrollments, considering whether promotes inclusion, equity, and quality education following Sustainable Development Goal 4 and the Brazilian Plan of Education (PNE). The data was extracted and compiled from public and private organizations between 2008-2018; a continuous period of growth in student enrollments in higher education institutions (HEI). Original documental data derived from the following organizations: (1) Ministry of Education of Brazil - National Institute of Educational Studies and Research Anísio Teixeira (INEP) - Synopses Statistics of Higher Education in the period 2008-2018; (2) Ministry of Economy of Brazil - Brazilian Institute of Geography and Statistics (IBGE) - National Household Sample Survey (Continuous PNAD) in the period 2008-2018; (3) Brazilian Distance Education Association (ABED) - ABED Distance Education Census in the period 2008-2018 - Annual distance learning analytical report in Brazil; (4) Hoper Educação - Sectorial Analysis of Private Higher Education Brazil/2019. The data compiled was organized in MS Excel spreadsheets labeled as follows: spreadsheet 1 - evolution in the number of undergraduate enrollments, total, public, private, DL, on-campus. spreadsheet 2 - HEDL institutions, public and private enrollments, and type of capital. spreadsheet 3 - Private institutions market share and top-six institutions in enrollments. spreadsheet 4 - Evolution of private and public HEDL institutions spreadsheet 5 -Evolution of Brazilian HEI spreadsheet 6 - All public and private academic degrees spreadsheet 7 - All DL courses and top 10 enrollments spreadsheet 8 - Ticket costs from different data source: Hoper Educação (2019); ABED (2019); Institutional Websites; and JP Morgan report. spreadsheet 9 - Number of Distance learning centers. spreadsheet 10 - Total HE enrollments on-campus and DL by age groups. spreadsheet 11 - Regulatory framework of DLHE