Evaluation of Open Educational Resources: A narrative literature review Evaluation of Open Educational Resources: A narrative literature review

• Published in: International review of education Vol. 71; no. 1; pp. 159 - 182
• Main Authors: Ayuso-del-Puerto, Desirée, Gutiérrez-Esteban, Prudencia, Albuquerque-Costa, Fernando
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.02.2025; Springer Nature B.V
• Subjects: Academic achievement; Access; Access to information; Appropriation; Digital divide; Digital literacy; Education; Educational Resources; Institutional repositories; Instructional design; International and Comparative Education; Literature reviews; Narratives; Online instruction; Open educational resources; Original Paper; Resources; Spain; Open educational resources; Educational inclusion; Universal digital literacy; Universal design for learning; Narrative review
• ISSN: 0020-8566; 1573-0638
• DOI: 10.1007/s11159-024-10099-1

Internationally, there are more and more initiatives that promote Open Educational Resources (OER) and the creation of repositories that facilitate access and reusability of these materials by any member of the educational community. The objective of this study was to review the analysis tools used to evaluate Open Educational Resources. To achieve this, the authors carried out a narrative review of relevant literature published in the last decade (2012–2022). The analysis began with an initial sample of 207 articles. After applying the exclusion criteria, this sample was reduced to eight articles directly related to the subject of study. The authors’ four research questions explored OER evaluation instruments, dimensions of analysis, the presence of indicators oriented to equal access, and the use and appropriation of OER contents. Their findings account for a lack of diversity in OER analysis instruments and a lack of balance between interest in the theory of this topic and its implementation. They conclude that a reform of OER policies and standards is needed to incorporate elements that genuinely contribute to educational inclusion and favour the development of digital literacy among all students.