Factors to consider for inclusive distance education

Abstract

Distance education is a learning mode that has progressively modified the way university education is seen, as it has brought opportunities to a great number of people who had not had them in the classroom. However, just for being distance education does not mean that it is one hundred percent inclusive. For this essay and from the author’s perspective, various factors or variables must be addressed and put into action by universities to truly be able to talk about inclusive education. Each of these factors is approached very generally although they could be analyzed much more extensively in future essays. Inclusive education must be established as from the university’s mission, where the objective of greater equality and equity is sought and above all justice for those people who have fewer resources and opportunities and greater difficulties to have access to higher education. Along the same line the objective of this work is to provide an insight into the factors that the universities for distance learning must address to provide inclusive education. What is set forth herein responds to the author’s experience and different results of academic activities, forums and congresses on distance learning with the participation of students and officials. It concludes that it is important for universities to establish a guideline to implement strategies for the fifteen factors described, with its respective control and assessment of each and that within an integrated and articulated management on the part of the university, inclusive education may be attained.