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...

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Autores principales:	Jewoong Moon, Yujin Park
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	open educational resources scoping review learner interaction learners with disabilities Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5f8a10cfc85d44068a1c259bd11f6308
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spelling	oai:doaj.org-article:5f8a10cfc85d44068a1c259bd11f63082021-12-02T19:25:15ZA Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities10.19173/irrodl.v22i1.51101492-3831https://doaj.org/article/5f8a10cfc85d44068a1c259bd11f63082021-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5110https://doaj.org/toc/1492-3831This 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. Jewoong MoonYujin ParkAthabasca University Pressarticleopen educational resourcesscoping reviewlearner interactionlearners with disabilitiesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources scoping review learner interaction learners with disabilities Special aspects of education LC8-6691
spellingShingle	open educational resources scoping review learner interaction learners with disabilities Special aspects of education LC8-6691 Jewoong Moon Yujin Park A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities
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.
format	article
author	Jewoong Moon Yujin Park
author_facet	Jewoong Moon Yujin Park
author_sort	Jewoong Moon
title	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_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_sort	scoping review on open educational resources to support interactions of learners with disabilities
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/5f8a10cfc85d44068a1c259bd11f6308
work_keys_str_mv	AT jewoongmoon ascopingreviewonopeneducationalresourcestosupportinteractionsoflearnerswithdisabilities AT yujinpark ascopingreviewonopeneducationalresourcestosupportinteractionsoflearnerswithdisabilities AT jewoongmoon scopingreviewonopeneducationalresourcestosupportinteractionsoflearnerswithdisabilities AT yujinpark scopingreviewonopeneducationalresourcestosupportinteractionsoflearnerswithdisabilities
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A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities

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