Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution of the wealth. In the contemporary society, knowledge and education are ones of the most appreciated goods, and any person must have the right to acquire them, without distinction of gender, race, age, health or religion. The experience with more than ten years of the Universitat Oberta de Catalunya let us to state that virtual learning makes the access to education easier for certain population stratums, while, in other way, they would be excluded of such a right.
First of all, a very significant group of students are women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first time in their lives and at their maturity ages. In second place, another significant group to consider is the students with disabilities, to whom virtual education allows to get learning in fields in which, in case of the non-virtual university, would be more difficult to get.
In third place, geographic issues are also relevant, since virtual education has made possible, to the rural areas and other areas with poor infrastructures, gaining the chance of acceding to higher education. This implies a redistribution of the wealth among territories, and also among different social stratums with fewer resources and limitations to commute as far as the higher education institutions.
And, finally, another issue to point out is the virtual communication. As it is not influenced by image, and because it is asynchronic, it can lead to a high degree of reflection. All these elements permit to us having a virtual discussion about cultural and linguistic issues with a huge educational value.

Keywords: higher education, virtual education, equity, redistribution of knowledge.