Digital learning and higher distance education programmes have surged in popularity, almost tripling from 10.6 million students worldwide in 2017 to 27.4 million by 2023, and predicted to rise further to 46.5 million by 2028 (Statista, 2023). The entry into the realm of distance learning for the first time is marked by complexities, as highlighted by Mittelmeier et al. (2019), making the initial experiences, study approaches, and adaptation strategies not straightforward or clear-cut. On the one hand, students acknowledge benefits, such as high flexibility and easy integration with other commitments (Belousova et al., 2022). At the same time, they also report facing a host of challenges, including motivational hurdles and limited student interaction (Brown et al., 2015).

The transition phase into higher education is pivotal for successful learning, whether students are studying in person or digitally (Coertjens et al., 2017). Navigating the initial study requirements effectively allows students to cultivate essential study skills, laying the foundation for successful academic pursuits (Trautwein & Bosse, 2017). However, the study start is often challenging for many students. In general, retention rates at the end of the first year of higher education show up to a quarter of students leaving their degree (see e.g., Van Herpen et al., 2020). Notably, distance learners exhibit lower success rates compared to their on-campus counterparts, as evidenced by Fojtík’s (2018) study, where only 39% of distance learning students in a computer science program successfully completed their first semester courses, compared to 64% of in-person students. For distance learners, establishing a sense of belonging to the university and course of study proves particularly troublesome, contributing to higher attrition rates than those observed among on-campus students (Canty et al., 2020).

Focusing on the period of transition into higher education is important because the more positive the experience of this period, the more likely students are to remain enrolled and persist (Haktanir et al., 2021). However, in general, there is still little international research on the transition specifically into distance education and digital learning environments, leaving gaps in our understanding of student experiences, expectations, needs, and challenges during this crucial phase and in this specific context. To consolidate existing knowledge on this topic, we are undertaking a scoping review aimed at consolidating existing knowledge on the transition into distance education in higher education settings. Our research question, “What is known about the transition into distance education in higher education settings?” will guide a methodical exploration of published sources, aiming to discern insights into this transitional process within distance education. Key concepts will be identified and classified, theoretical and empirical insights will be gathered, and content boundaries will be defined. Our ultimate goal is to translate these findings into practical guidance for distance education providers, lecturers, study advisors, and prospective students, contributing to more effective digital learning. This urgency is underscored by the growing global importance of distance education and the pivotal role the start of studies plays in fostering successful learning.

Scoping reviews, by design, are well-suited to address broad and exploratory research questions. Their unique feature is that they encompass all sources of information, without prioritising the quality of each source, which sets them apart from a systematic review. Consequently, scoping reviews are particularly useful when exploring nascent research fields, defining key concepts, or pinpointing research gaps (Peters et al., 2015). We consider a scoping review to be the most appropriate method to map out the existing international literature on the relatively uncharted topic of study entry in distance education. Our scoping review will align with the guidelines developed by Peters et al. (2015). The methodology entails nine key stages: (1) Defining and aligning the objective and question; (2) developing and aligning the inclusion and exclusion criteria with the objective and question; (3) describing the planned approach to evidence searching, selection, data extraction, and presentation of the evidence; (4) searching for the evidence; (5) selecting the evidence; (6) extracting the evidence; (7) analysing of the evidence; (8) presenting the results; and (9) summarising the evidence in relation to the purpose of the review, making conclusions, and noting any implications of the findings. In our research team, three researchers will combine their efforts to search for and select sources, fostering a sense of consensus about which sources to include. Subsequently, we will structure the extracted results of the included studies using Kuckartz’s (2018) qualitative content analysis, with the aid of MAXQDA software. This approach offers an organised and practical possibility for collaborative data analysis involving multiple authors. Given that Kuckartz’s approach is question-based and allows for data reduction via a category-based system, it fits well with our intended procedure. We aim to develop an inductive category system to encapsulate the experiences of distance learners at the outset of their studies. The final product will be a descriptive summary that links our results back to the research question and review objectives. We will also present key concepts and categories, potentially visualised in tables or maps, while strictly adhering to PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) guidelines (Tricco et al., 2018) in disseminating our results.

Both demand for and supply of distance learning programmes are consistently increasing. Concurrently, it is recognised that the transition to higher education significantly impacts subsequent study success or non-success (Trautwein & Bosse, 2017). Yet, there is scarce knowledge about this critical phase, particularly in relation to distance learning. This gap is now to be closed by the scoping review. While the evaluation is still in progress, there are initial indications that, amongst other categories, the outcomes will cover challenges, (un)success factors, positively experienced course content and didactic methods, expectations, and emotional experiences of distance learning students in the initial phase of study. These outcomes promise to serve distance education providers worldwide by offering a clearer understanding of the initial phase of distance learning and the potential barriers students may face. Furthermore, practical implications for an ideal design of the initial study phase will be formulated, helping providers in planning and designing distance education courses more effectively in the future. Study advisors, too, will benefit as the review provides an evidence-based overview of the initial phase of a distance learning programme, enabling them to better guide prospective students accordingly. For individuals contemplating distance education, this research will paint a comprehensive picture of the potential challenges at the start, assisting them in making an informed decision. In summary, this research aims to shed light on a critical, yet relatively unexplored aspect of distance education – the transition phase. In doing so, it has the potential to tailor this transition phase more effectively to students’ needs in the future, ultimately increasing the likelihood of academic success in this mode of learning.

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