With the intent of informing future research and practice in the emerging discipline of digital learning, this tertiary study focuses on the history and state of distance education, and the understanding of the large body of empirical research as captured by secondary studies (i.e., meta-analyses and systematic literature reviews). Our results indicate that distance education, when properly planned, designed, and supported by the appropriate mix of technology and pedagogy, is equivalent to, or in certain scenarios more effective than, traditional face-to-face classroom instruction.
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