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dc.contributor.authorSankey, Michael
dc.contributor.authorHill, Rod St.
dc.date.accessioned2019-01-10T04:38:13Z
dc.date.available2019-01-10T04:38:13Z
dc.date.issued2009
dc.identifier.isbn9781599048673
dc.identifier.doi10.4018/978-1-59904-867-3.ch010
dc.identifier.urihttp://hdl.handle.net/10072/381710
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherIGI Global
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleEthical Practices and Implications in Distance Learning
dc.relation.ispartofchapter10
dc.relation.ispartofpagefrom125
dc.relation.ispartofpageto154
dc.subject.fieldofresearchEducational Technology and Computing
dc.subject.fieldofresearchcode130306
dc.titleThe Ethics of Designing for Multimodality: Empowering Nontraditional Learners
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorSankey, Michael D.


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