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Equity in Distance Education

Equity in Distance Education

J. Willems
Copyright: © 2013 |Pages: 19
ISBN13: 9781466639782|ISBN10: 1466639784|EISBN13: 9781466639799
DOI: 10.4018/978-1-4666-3978-2.ch002
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MLA

Willems, J. "Equity in Distance Education." Global Challenges and Perspectives in Blended and Distance Learning, edited by J. Willems, et al., IGI Global, 2013, pp. 17-35. https://doi.org/10.4018/978-1-4666-3978-2.ch002

APA

Willems, J. (2013). Equity in Distance Education. In J. Willems, B. Tynan, & R. James (Eds.), Global Challenges and Perspectives in Blended and Distance Learning (pp. 17-35). IGI Global. https://doi.org/10.4018/978-1-4666-3978-2.ch002

Chicago

Willems, J. "Equity in Distance Education." In Global Challenges and Perspectives in Blended and Distance Learning, edited by J. Willems, B. Tynan, and R. James, 17-35. Hershey, PA: IGI Global, 2013. https://doi.org/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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