Educational equity is premised on the right of individuals to a higher education irrespective of their age, geographical location, gender, race, physical ability, or socio-economic background in order to improve their income generation and hence quality of life (Santiago et al., 2008). In the digital age, distance-, flexible-, mobile-, virtual- and e-learning are all being promoted as means by which disadvantaged learners from around the globe can access, participate in, and achieve the outcome of post-secondary qualifications. They are also promoted as the means by which staff can participate in commensurate employment irrespective of their personal circumstances. This paper examines equity as a key benchmark for both students and staff in an era of changing demands and changing directions in higher education. While grounded in the literature, the paper incorporates ethnographic (student voice) and autoethnographic (staff voice) exemplars to highlight ways that disadvantage is experienced in technologically-mediated education.