Using conversation to transform the marginalisation of distance education students

Historically, distance education has enabled access to higher education for traditionally marginalised groups in society. However, within the university community, the distance education student has often been relegated to the margins. Activities which allow these students to engage in unfettered conversation with their peers can encourage their participation as full members of the community and help to transform this marginalisation. Such activities may be incorporated as part of the teaching approach but can also be mediated by centralised support units. The essence of such support is the opportunity to engage fully in public dialogue which not only reflects the institutional view but also shapes a new understanding based on the student’s own lived experience. In this chapter we explore the importance of the use of conversation to underpin the activities of a centralised learner support unit and discuss strategies to transform the marginalisation of distance students by providing opportunities for open, student-led conversation.