Summary

This scoping review worked on reviewing and synthesizing existing research on the tendencies in which open educational resources (OER) support the interactions of learners with disabilities and the challenges there are in supporting such interactions in this specific kind of learning environment.

As a conclusion, the authors share implications for both research and design. It becomes evident, that either accessibility or UDL oftentimes get applied to OER platforms, with UDL principles supporting learner engagement whereas accessibility much rather addresses issues of usability. The authors identify a pressing need for research on OER-enabled pedagogy, since the corresponding practices are rarely defined or discussed thoroughly. So far, the concepts of constructionism through OER and OEP could not be bridged by the literature.

As a conclusion, the authors share implications for both research and design. It becomes evident, that either accessibility or UDL oftentimes get applied to OER platforms, with UDL principles supporting learner engagement whereas accessibility much rather addresses issues of usability. The authors identify a pressing need for research on OER-enabled pedagogy, since the corresponding practices are rarely defined or discussed thoroughly. So far, the concepts of constructionism through OER and OEP could not be bridged by the literature.