Lastly, in the United Kingdom, distance learning is expected to deal with the following challenges, namely: a costs compared to increased higher education fees—otherwise seen as general advantage ; b doubt about return on investment; difficulties with technologies; c family and work responsibilities; d lack of support from employer; and e disability [ 21 ].
Therefore, the provision of distance education must be able to allow them to fulfill their responsibilities with ease. To be able to integrate mobile technology effectively into learning practices will depend on aspects that are related to humans students and instructorsdesign content and technologiesand institutions policies and strategies [ 3 ].
On the contrary, in Hungary, distance learning is influenced by a cost factors; b difficulties with technology; c lack of relevant course content; d negative learning experiences; e insufficient self-directed learning skills, and f negative image of distance-education programs [ 21 ].
It is possible to teach and practice soft skills through an e-learning program [ 10 ]. We have a moral imperative to ensure that all students irrespective of background or study mode are prepared for success as higher education helps to transform lives and societies.
The low awareness of educational technology integration in distance learning can be a barrier to the integration of it in higher education.
In addition, the mounting pressure can develop a complex and thoughtful set of theory-based models that can be tested empirically and used as part of a formative evaluation of distance learning [ 25 ].