Pablo Markin

almost 2 years ago

The issue of Open Educational Resources' (OERs) effectiveness continues to be under-researched. This study illustrates this, as it employs a qualitative research framework that limits the extent to which its findings can be compared to other research outcomes, despite the wealth of empirical data, e.g., interviews, it has amassed. Furthermore, on the level of their deployment, the OERs can hardly be separated from the educational systems and contexts into which they are embedded. In other words, the technical interfaces, course designs and material selections that learners encounter can significantly moderate or mediate the resultant effectiveness of OERs. Yet, to estimate that, quantitative, multi-method, semi-experimental or experimental research designs, such as based on OER-involving interventions into existing pedagogical setups with student outcome measurements pre-intervention and post-intervention, likely need to be implemented. Qualitative, interpretative methodologies are likely to provide initial indications only concerning OER effectiveness. Besides, theoretical and methodological frameworks that both qualitative and quantitative studies deploy can significantly affect their eventual conclusions, such as placing them in the context of specific scholarly paradigms, while further limiting the comparability of empirical findings across conceptual boundaries.