A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities
This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learni...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Athabasca University Press
2021-03-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/5110 |
| _version_ | 1818367706757332992 |
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| author | Jewoong Moon Yujin Park |
| author_facet | Jewoong Moon Yujin Park |
| author_sort | Jewoong Moon |
| collection | DOAJ |
| description | This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities. |
| first_indexed | 2024-12-13T22:56:19Z |
| format | Article |
| id | doaj.art-5f8a10cfc85d44068a1c259bd11f6308 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-13T22:56:19Z |
| publishDate | 2021-03-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-5f8a10cfc85d44068a1c259bd11f63082022-12-21T23:28:30ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312021-03-0122210.19173/irrodl.v22i1.5110A Scoping Review on Open Educational Resources to Support Interactions of Learners with DisabilitiesJewoong Moon0Yujin Park1Florida State UniversityFlorida State UniversityThis scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities.http://www.irrodl.org/index.php/irrodl/article/view/5110open educational resourcesscoping reviewlearner interactionlearners with disabilities |
| spellingShingle | Jewoong Moon Yujin Park A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities International Review of Research in Open and Distributed Learning open educational resources scoping review learner interaction learners with disabilities |
| title | A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities |
| title_full | A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities |
| title_fullStr | A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities |
| title_full_unstemmed | A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities |
| title_short | A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities |
| title_sort | scoping review on open educational resources to support interactions of learners with disabilities |
| topic | open educational resources scoping review learner interaction learners with disabilities |
| url | http://www.irrodl.org/index.php/irrodl/article/view/5110 |
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