In distance learning, because they physically work remotely from members of the course development teams, and in order to do quality works, tutors need good communication with these teams. In this qualitative research, we conducted 44 individual interviews and 8 group interviews in 4 different schools (three Canadian and one European). This was done by answering the following questions: What is the quality of the communication between tutors and design teams in distance learning? What influences the modes of communication detain on the quality of said communication? Results show that in most cases, the respondents do not get and do not provide the information necessary for the proper functioning of courses, which provoke a binding in collaboration from both sides.