Emergency remote teaching due to the Covid-19 pandemic has fast-tracked the need for transformation of distance learning, amplified issues of access and equity, and exposed the necessity to assure and ensure quality distance learning. This study applied a qualitative literature and material review by using the MAXQDA-analysis method to identify whether the current measures (following Covid-19 protocol) are accessible to all students at the right time and establishing links regarding access equity and quality. The results revealed that online distance education is a strategy to be enhanced towards ensuring credible distance learning. The results show the intersection and fit of access, equity, and quality in distance learning as perpetual social justice issues. Online education and what is required to make it accessible, related online learning material that is accessible for all, and needy students’ support should therefore be prioritised.