Open Distance e-Learning in Real Estate Education: Program Mapping and Review

Abstract

Open distance e-learning (ODeL) has become an increasingly important mode of delivery in real estate education, driven by the applied nature of the discipline, the needs of working professionals, and the digital transformation of higher education. Despite its growing adoption, systematic evidence on how ODeL is conceptualized, implemented, and aligned with pedagogical and professional standards in real estate education remains limited. This study addresses this gap through a two-strand approach combining a narrative review of peer-reviewed literature with a global web-based mapping of ODeL real estate programs. The literature review analyzed studies published between 2000 and 2025, examining dominant pedagogical frameworks, technological approaches, methodological trends, and geographic patterns. The program mapping analyzed the global distribution of ODeL real estate qualifications by region, academic level, delivery mode, assessment approach, and professional accreditation status. The findings indicate that ODeL real estate education is predominantly postgraduate and geographically concentrated in the United Kingdom and Australia, where alignment with professional accreditation bodies, particularly the Royal Institution of Chartered Surveyors (RICS), is strongest. Pedagogical practices are largely asynchronous and learning management system-based, with limited integration of interactive and collaborative learning. Interpreted through transactional distance theory and the community of inquiry framework, the results reveal persistent tensions between accessibility, interaction, and professional competency development, especially in the Global South. The study concludes that effective ODeL real estate education requires deliberate alignment between pedagogy, technology, and professional standards to enhance quality and global recognition.

https://doi.org/10.26803/MyRes.2026.05