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The Ethics of Designing for Multimodality: Empowering Nontraditional Learners
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Author(s): Michael Sankey (University of Southern Queensland, Australia)and Rod St. Hill (University of Southern Queensland, Australia)
Copyright: 2009
Pages: 30
Source title:
Ethical Practices and Implications in Distance Learning
Source Author(s)/Editor(s): Ugur Demiray (Anadolu University, Turkey)and Ramesh C. Sharma (Indira Gandhi National Open University, India)
DOI: 10.4018/978-1-59904-867-3.ch010
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Abstract
The changing nature of distance education in the higher education context is investigated in this chapter, particularly in relation to “massification” and the ethics involved in delivering technology enhanced courses to an increasingly diverse student body. Institutions may have developed policies in response to this, but it would seem that few academics have a coherent way of adhering to them. In addition, there is significant research suggesting that reliance on text-based instruction may disadvantage some students. This chapter draws on four case studies, emanating from recent research, demonstrating that higher levels of student engagement are possible when course materials are designed to cater for students with different approaches to learning. This chapter also suggests a more ethical approach to developing courses is a two-phased approach: 1) integrating a range of multimodal learning and teaching strategies; and 2) giving students the opportunity to discover their preferred approach to learning.
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