L10 2 6

=Students are provided with explicit diversity support facilities. =

Evidence
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).

Resources
Forman et al. (2002) emphasize the importance of learner support. The total learning environment must provide access irrespective of gender, race, or disability, and cater for a range of learning styles. Part of this support is assisting diverse students select courses, and institutions avoiding setting students up to fail by not checking their commitment and preparedness to study through e-learning. In a high quality service, 24 hour academic support should be assured for every student. If individualized support is provided then the institution will get to know its e-learning learners and an academic rapport is built that facilitates achievement and enjoyment. E-learning when well orchestrated can eradicate feelings of alienation and discrimination that learners in some situations may feel. Ideally there will be a ‘one-stop-shop’ for the learner, linking with central services such as finance, quality assurance, library, marketing and contact with academics. Constant encouragement is needed to ensure that students make optimal use of support mechanisms that are in place.