Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Maria Soledad Ramirez-Montoya

doi:10.3390/su12177053

Abstract

Open education can enrich learning environments and support the processes of educational innovation. The objective of this article is to analyze the evidence published about open education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of open education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in open education and educational innovation.

Highlights

In times of change, when new needs emerge suddenly from unexpected causes, such as the COVID-19 pandemic, educational processes face both unanticipated challenges and sprouting areas of opportunity
The objective of this article is to review the literature on open education to Supsrtaoinvaibdileityn2e0w20,k1n2o, 7w05l3edge that can support actions on these international recommendations and 4shoef d16 light on challenges in times of crisis, such as that of COVID-19
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Summary

Introduction

In times of change, when new needs emerge suddenly from unexpected causes, such as the COVID-19 pandemic, educational processes face both unanticipated challenges and sprouting areas of opportunity. In such situations, educational innovation can lead to the generation of new products (technology, instruments, devices, prototypes), services (care, assistance, dependence, benefits), or solutions (transformation, models, systems, methods). The changing needs might involve integrating a novelty into an existing reality, modifying a product, or improving educational operations, services, or logistics. Innovation in education involves a constant and intentional transformation of vision and actions to improve the components, actors, structure, and management of education.

Objectives

Methods

Results

Discussion

Conclusion