Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years

Paola Ingavélez-Guerra; Vladimir Robles-Bykbaev; António Teixeira; Salvador Otón-Tortosa; José Ramón Hilera

doi:10.3390/su14063340

Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years

Paola Ingavélez-Guerra, Vladimir Robles-Bykbaev, António Teixeira, Salvador Otón-Tortosa, José Ramón Hilera

Artificial Intelligence and Assistive Technologies Research Group (GI-IATa)

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

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.

Original language	English
Article number	3340
Journal	Sustainability (Switzerland)
Volume	14
Issue number	6
DOIs	https://doi.org/10.3390/su14063340
State	Published - 1 Mar 2022

Bibliographical note

Funding Information:
Acknowledgments: Authors acknowledge The European Commission and ERASMUS+ Programme for supporting this research work as part of the project EduTech (609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP). The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Funding Information:
Funding: This research work has been co-funded by the Erasmus+ Programme of the European Union, project EduTech (609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP).

Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.

Keywords

Accessibility
Disability
E-learning
MOOC
Multivocal literature review

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3390/su14063340

Cite this

@article{74ccb9fa732b46838352ebd3d4f25d7f,

title = "Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years",

abstract = "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.",

keywords = "Accessibility, Disability, E-learning, MOOC, Multivocal literature review",

author = "Paola Ingav{\'e}lez-Guerra and Vladimir Robles-Bykbaev and Ant{\'o}nio Teixeira and Salvador Ot{\'o}n-Tortosa and Hilera, {Jos{\'e} Ram{\'o}n}",

note = "Publisher Copyright: {\textcopyright} 2022 by the authors. Licensee MDPI, Basel, Switzerland.",

year = "2022",

month = mar,

day = "1",

doi = "10.3390/su14063340",

language = "English",

volume = "14",

journal = "Sustainability (Switzerland)",

issn = "2071-1050",

publisher = "MDPI AG",

number = "6",

}

TY - JOUR

T1 - Accessibility Challenges in OER and MOOC

T2 - MLR Analysis Considering the Pandemic Years

AU - Ingavélez-Guerra, Paola

AU - Robles-Bykbaev, Vladimir

AU - Teixeira, António

AU - Otón-Tortosa, Salvador

AU - Hilera, José Ramón

PY - 2022/3/1

Y1 - 2022/3/1

N2 - 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.

AB - 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.

KW - Accessibility

KW - Disability

KW - E-learning

KW - MOOC

KW - Multivocal literature review

UR - http://www.scopus.com/inward/record.url?scp=85126961236&partnerID=8YFLogxK

U2 - 10.3390/su14063340

DO - 10.3390/su14063340

M3 - Article

AN - SCOPUS:85126961236

SN - 2071-1050

VL - 14

JO - Sustainability (Switzerland)

JF - Sustainability (Switzerland)

IS - 6

M1 - 3340

ER -

Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this