Abstract

The present study answers the question of how prepared the world was in school distance education. The situation of primary and secondary education is deepened around experiences in distance education focused on students, in the period that includes the decade between 2010 and 2019. Designs and modalities of distance education, types of interaction, recurring themes, and impact of reported experiences were analyzed. The results reveal a low preparation in distance school education, compared to the high demand for online education that has arisen since the COVID-19 pandemic. The blended learning design appears as the most used modality, while the type of asynchronous interaction was the most frequent before the pandemic. In addition, differences are recognized in the impacts reported in the analyzed literature, which allows establishing a type of impact that includes distance education as its independent variable, and another that considers it as a more contextual element while studying the relationships between other variables.