The purpose of the research is to investigate the effectiveness of distance education in choreography and dance education in colleges and universities from the standpoint of Performance skills and Twenty-First-Century Skills. The research analyses the year-long academic experience of students in distance learning and face-to-face in academic facilities. The dance skills assessment was based on the final performance evaluated by the experts, which involved face-to-face and distance groups on aspects such as "the Knowledge of Choreography," "Technical skills," "Performance skills," and "Rhythm and Tempo." Student self-reports of their academic outcomes helped the scholars to assess "Twenty-First-Century Skills." The students of the full-time group demonstrated better results in "Knowledge of choreography" and "Performance skills." In addition, they were more successful in international communication. Distance group students showed better Technical skills. They were more creative and interacted better with peers. The findings prove the viability of distance learning for dance education. The scholars noted that no significant development of critical thinking skills among students of both groups after a year of study was identified. The findings suggest the need to revise educational approaches applied to distance and full-time (face-to-face) education. In addition, the research finds that aspects such as "Creativity," "Collaboration," and "Communication" in educational practices should be improved, because these skills are vital for modern educators.