The importance of such principles and values is highlighted by the results shown in this study. For example, this study asked the question:

"Are there significantly different levels of access among my students?"

The answer appears to be a resounding "Yes!" For example, there are clear and major differences in access between many of my graduate students (who are older, mostly commuter, working full time) and my undergraduates (who are younger, many of whom reside on campus and who have greater access to technology).

If course requirements are the same for both of these groups, am I requiring more of those students who have fewer computer skills than I am of my tech-savvy students? Does this give an unfair advantage to some students?

A second question queried, "Are these differing levels of access predictive of eventual learner outcomes?"

Here the answer was more complex: "Yes, and no." 

It appears that level of access plays a role in the successful completion of particular assignments, but, at least in the classes examined, there was no direct correlation between final grades and access. One possible reason for this may be that students with less tech skills may be employing compensatory strategies to offset difficulties they are experiencing with technology (for example, performing better on other aspects of the course).