Distance education is an educational approach that has evolved continuously in response to social needs, technological advancement, and changing philosophies of teaching and learning. Over time, it has been described using different nomenclatures, each reflecting a particular stage of development, mode of delivery, or underlying educational philosophy. These varying terms highlight how distance education has moved from simple correspondence-based instruction to complex, technology-driven systems emphasizing learner autonomy, interaction, and lifelong learning. One of the earliest and most widely used terms is correspondence education. This nomenclature emerged in the nineteenth and early twentieth centuries when printed study materials were sent to learners through postal services, and learners returned their assignments by mail. The emphasis in correspondence education was on self-study and written communication, with minimal or no face-to-face interaction between teachers and learners. For example, early university extension courses in the United Kingdom and India relied heavily on correspondence methods to reach learners who could not attend regular classes due to geographical or occupational constraints. Another commonly used term is external education. This nomenclature was particularly popular in Commonwealth countries, where universities offered “external degrees” to students who were not enrolled as regular on-campus students. External education focused on providing opportunities for learners to appear for examinations and earn degrees without attending conventional