Equal Right To Inequality Summary

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Introduction
The equal right to inequality, an analysis by Morgan Luck (2009) of the inequalities and ethical dilemmas in study modality, has established a discussion point of the inequalities that are addressed by equity practices in education. Through critique and evaluation of ethical positioning, of Luck’s article, it is seen that all study modes have some inherent disadvantages. This draws the conclusion that to provide equal disadvantage to students across different study modes, is in fact equitable; facilitating fairness in the delivery of on-campus and off-campus learning.
This paper will critique the article by Luck (2009), which centres on the ethical situation of on-campus cohorts being provided distance (off-campus) learning resources …show more content…

343) states that there is disagreement and confusion about what the concepts of equity and equality really mean and what they involve. Equity recognises that there are some who are ‘worse off’ then others, which limits their access to engaging in public discourse such as education, therefore steps are required to be taken to provide these people with equitable access to education (Schement, 2001). In this context Ramsden (1999) discusses how quantity of resource, acts as an equity mechanism, While students who study on campus are able to receive learning instruction in the form of tutorials and lectures, which are supplemented by the reading materials. Distance students have to rely on the interpretation of purely textual (written) information to study. Therefore the increase of ‘physical’ resources available to distance students weighs up as equal in comparison to the content available to on-campus students. Concurrent research pivoting off Ramsden’s (1991) work suggests quantity of resources as an equitable practice can be yielded as agents of change in educational outcomes (Lane & McAndrew, 2010), engagement in learning (Cramp, 2011; Dunne, Zandstra, Brown & Nurser, 2011 p. 113-124) and developing heightened productivity in learners (Taylor & Wilding, 2009). Therefore it is wholly an appropriate view that the provision of differing quantities of resources to students, dependent on their enrolled delivery mode aids to balance out inequality that is …show more content…

In the context of resource development and delivery at the Careers Australia Group, a private RTO, it can be seen that resources can by fairly disseminated to the different delivery modalities by ensuring ethical practices are adhered to. There is one set of resources developed for all delivery modes, it then falls to the instructional designers and trainers to ensure that the delivery of these materials meets the needs of the students and is delivered with the differentiation in student capacities in mind. Students have inherently different abilities when it comes to learning (Flemming & Mills, 1992) and dependent on the mode of delivery can be enhanced on the students capacities defined through their dominant learning modality. A student who does well in an online environment, may not do well in a face-to-face learning environment, this may be due to the learning modality of the student. Therefore it can be argued that a student who excels in this environment, would benefit from being deprived of an auditory instruction that on-campus students would receive (Bates & Bates, 2005; Hawthorne, Prout, Kinnersley, & Houston, 2009) The results of delivery modality in the equal distribution of learning content, delivering the eBook that distance students would read, as a lecture, has proven to be highly successful and

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