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=Institutional reviews monitor student diversity support. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

Inclusion of diversity is the coherent and consistent theme throughout the research literature, regarding both accessibility and learning preferences. Inclusivity underpins the argument that efforts to improve accessibility and ways of learning for some benefit all. Being inclusive requires respecting capabilities, disabilities, and styles of learning (Ragan, 1999; Salmon, 2000). As well, it requires respecting values, orientations, language factors, cultural and ethnic traditions, and the special requirements of learners (Reeves, 1997). Inclusivity involves issues of gender (Kramarae, 2003) and age (Witt and McDermott, 2004). Overall, the consideration of inclusive design benefits all learners (Kinash et al., 2004; Witt and McDermott, 2004).