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Equity in Distance Education

Equity in Distance Education
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Author(s): J. Willems (Monash University, Australia)
Copyright: 2013
Pages: 19
Source title: Global Challenges and Perspectives in Blended and Distance Learning
Source Author(s)/Editor(s): J. Willems (Monash University, Australia), B. Tynan (University of Southern Queensland, Australia) and R. James (University of New England, Australia)
DOI: 10.4018/978-1-4666-3978-2.ch002

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Abstract

Within the context of distance education, an understanding of the impact of social justice issues is crucial for informing research, practice, funding, and policy. Equity and the related concerns of access, social inclusion, and ethics impact all levels of distance education, from the macro (research and development, including the globalisation of distance education), through the meso (community and open learning, including choices in educational technology), and down to the micro (teaching and learning, including choices in curriculum design). As a consequence, a modification to the macro-meso-micro framework of distance education is called for: one that situates equity at a meta level. This meta level encompasses all aspects in the field of distance education, and acts as a guide for policy-makers, academics, and administrators on planning, decision-making, and practice within the discipline.

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