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Publication
Accessibility challenges in OER and MOOC: MLR analysis considering the pandemic years
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| 1.84 MB | Adobe PDF |
Advisor(s)
Abstract(s)
The review of state of the art on creating and managing learning resources and accessible
Open Educational Resources (OER) and Massive Open Online Courses (MOOC) is a topic that
cannot only consider formal literature. The evidence and lack of a measurement consensus require
the inclusion of contextual information, corroborating scientific results with practical experiences.
For this reason, this article presents a review of accessibility models, OER and MOOC, considering
the gray literature to capture experiences and trying to establish a shared understanding of the
terminology commonly used in research on virtual accessibility and its impact on higher education.
The bibliographic review relies on analyzing articles and scientific publications related to the topic
following the Multivocal Literature Review (MLR) format. The results of this review establish that
it is possible to apply accessibility review methodologies with transversal actions in the creation
and management of learning resources and MOOCs. The research is related to one of the seventeen
sustainable development goals defined by the United Nations to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.
Description
Keywords
Accessibility MOOC Disability E-learning Multivocal literature review
Citation
Ingavélez-Guerra, P.; Robles-Bykbaev, V.; Teixeira, A.; Otón-Tortosa, S.; Hilera, J.R. Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years. Sustainability 2022, 14, 3340.
