Distance Education and Open Educational Resources in the Dialogical Context: a Systematic Review
The search for innovative and effective learning solutions is constant, which makes Distance Education and Open Educational Resources allies of teaching and learning in contemporary times. The present study seeks to identify whether the production of knowledge about OER in Portuguese presents notes...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
| Repositorio: | EAD em Foco |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.eademfoco.cecierj.edu.br:article/2129 |
| Acceso en línea: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2129 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación a distancia Recurso educativo abierto Aspectos dialógicos Educação a distância Recurso educacional aberto Distance education Open educational resource Dialogical aspects |
| Sumario: | The search for innovative and effective learning solutions is constant, which makes Distance Education and Open Educational Resources allies of teaching and learning in contemporary times. The present study seeks to identify whether the production of knowledge about OER in Portuguese presents notes on the dialogical aspects of such educational resources, such as the indicators: contextualization and problematization of practices, encouragement of student participation and autonomy, clear and concise language, dialogue textual, as well as theoretical basis. The conduct of this systematic literature review followed the PRISMA guidelines, statement of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, based on a comprehensive search on the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel, with a time frame of 2018 to 2023. After searching for the keywords “Distance Education” AND “Open Educational Resource” and applying inclusion and exclusion criteria under the examination of two independent reviewers, nine studies were included for analysis. The findings provide a significant overview of the production of Open Educational Resources for Distance Education and show that only 11% of the publications included in the review state the presence of dialogic approaches within the scope of OER, which highlights the need for deeper investigation, encompassing its components, teaching intention, dialogic principles, technological mediation and training of content teachers. Keywords: Distance education. Open educational resource. Dialogical aspects. |
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