Distance learning university students: who are they?

Despite the growing relevance of distance education, evidence on the characteristics of students who choose this mode of provision remains limited and fragmented. This paper addresses this gap by examining the characteristics and changing profiles of distance-learning students using population-level administrative data covering the Italian higher education system from 2012 to 2023. The study combines supervised modelling and clustering techniques to examine the determinants of enrolment in distance-learning versus in-person universities, as well as the internal differentiation of the distance-learning population and its evolution over time. Results indicate that age is the strongest factor associated with distance-learning enrolment, while educational background, territorial origin, field of study and prior academic experience contribute further differentiation. The clustering analysis reveals a gradual diversification of the distance-learning population, with profiles traditionally associated with this mode of provision remaining prominent but increasingly coexisting with younger and first-career entrants. Overall, the findings contribute to understanding how the expansion of distance education is accompanied by changes in student composition, connecting these developments to broader processes of expansion and diversification in higher education participation.