Learner Access in the Virtual Classroom:
The Ethics of Assessing 
Online Learning 
 
by Larry LaFond 
Abstract
 
Web-based instruction is often valued because of the way hypertext and dynamic visual media may enhance course content. The advantages of virtual space are framed in terms of "access" - access to broader dimensions of ideas, access to academic and non-academic databases and information, access to diverse learning communities.[ref]
 
But access involves much more than this. For example, Lisa Hammond Rashley [ref] discusses access from the perspective of varying access to ISPs, connection speeds, courseware and software, training and support. This presentation takes this another step by considering some of the ethical dimensions of assessment, given the digital divide between the information rich and the information poor.
 
Dr. Larry LaFond is an Assistant Professor at Southern Illinois University Edwardsville where he teaches writing and linguistics in a Department of English Language and Literature. His interests include the development of Web-based instructional tools and, teacher training, and the use of technology in writing and linguistics classrooms.
 These web pages present the findings of a study conducted at two U.S. universities during the 2000-2001 and 2001-2002 school years.  The study focused on issues of access to technology and the ultimate effect access had on scholastic achievement. 

In the process of the study, some key questions were raised: 

  • If differing levels of access exist, do we as educators need to address them? Or are we justified in taking a Darwinian view in regards to students and technology?
  • Are levels of access predictive of student outcomes?
  • How do students view classes and instruction that require digital savvy?
  • What ethical considerations come into play with the use of technology in the classroom?
The results are reported here in cursory form, but the researcher welcomes further discussion and comment and may be reached at llafond@siue.edu
 
 
(Special thanks to Alex Babione, William P. Banks, Carolyn Handa, Sharon James McGee, and the Kairos Editorial Board for their comments and helpful suggestions regarding this paper.) 
 
 © Copyright by Larry L. 
LaFond, 2002  All Rights 
Reserved
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