Resumen
This paper validates that all cultures value the flexibility of asynchronous distance learning (DL). We relied on Hofstede?s constructs of Individualism-Collectivism, Power Distance, and Uncertainty Avoidance to divide the respondents into culturally distinct groups. The quantitative analysis tested the perceived flexibility of DL between these groups. We found that flexibility is independent of the Hofstede constructs, as supported by the lack of statistically significant differences between the groups. The qualitative analysis consisted of a literature review aimed at understanding why culturally distinct groups have statistically-similar appreciation of the perceived flexibility of DL. We found some groups appreciate the flexibility of DL for its convenience and freedom; while other groups appreciate it for its perceived protective layer of anonymity and enhanced interactivity. We conclude that DL can be an effective agent of knowledge globalization, and make educational and economic opportunities available to all, if practitioners fully leverage its flexibility.Keywords: distance learning (DL), asynchronous distance learning, Hofstede constructs, flexibility of DL.