Online learning has been touted as one means by which disadvantage for participation in higher education can be overcome. A frequent argument for the provision of online learning is the improvement of equity for those previously excluded from higher education 'due to location, family responsibilities, or disability' (Bishop, 2002, p. 231). However, the notion of equity in educational participation can be conceptualised in different ways. McIntyre et al. (2004, pp. 18-19) delineate five perceptions of equity on the basis of the underlying social paradigm upon which they are based: the conservative view of equity (opportunities are available to every individual in a society, and thus no additional equity strategies are necessary); the neo-conservative view (each individual should be able to realise their economic potential which is enabled by access to courses); the neo-liberalist view (social exclusion is the breakdown between an individual and society, thus equity strategies need to manage diversity); the liberal and liberal humanist view (the education system needs to be accessible to all by the redistribution of resources and the removal of any barriers that may be preventing successful participation); and finally, the socialist or radical socialist view of equity (non-dominant groups should be supported and resourced for social justice). In this paper, equity is viewed to as a social justice issue. That is, educational disadvantage should be acknowledged, and students experiencing disadvantage need to be supported in order to achieve educational outcomes.