Schlagworte
Open Educational Resource
Systematic Review
Bildungstechnologien
Zitationsvorschlag
Lizenz
Copyright (c) 2026 Daniel Otto, Magdalena Spaude , Celestine Kleinesper, Daniel Diekmann, Nadine Schröder
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Abstract
Offene Bildungsressourcen (Open Educational Resources, OER) sind zu einem zentralen Thema bildungspolitischer und mediendidaktischer Diskussionen geworden. Zugleich zeigt sich das Forschungsfeld weiterhin fragmentiert und empirisch ungleich entwickelt. Der vorliegende Beitrag repliziert und erweitert eine frühere systematische Mapping-Studie (2015 – 2019) um den Zeitraum 2020 – 2024. Ziel ist, langfristige Entwicklungen, thematische Verschiebungen und neue Forschungstrends im Bereich der evidenzbasierten OER-Forschung systematisch zu erfassen und einzuordnen. Auf Basis kongruenter Selektionskriterien wurden Publikationen aus Web of Science, Scopus und ERIC unter Anwendung des bestehenden Kategoriensystems ausgewertet. Die Ergebnisse zeigen Kontinuität und Wandel zugleich: Die Anzahl empirischer Studien ist deutlich gestiegen, bleibt jedoch thematisch stark auf mikroperspektivische Zugänge, surveybasierte Designs und den Hochschulbereich konzentriert. Zugleich werden eine methodische Ausdifferenzierung, eine stärkere theoretische Fundierung sowie eine wachsende Auseinandersetzung mit institutionellen und infrastrukturellen Aspekten sichtbar – potenziell beeinflusst durch die COVID-19-Pandemie und den Aufstieg generativer Künstlicher Intelligenz (KI). Mit dem verstärkten Fokus auf Open Educational Practices und Open Pedagogy erweitert sich das Forschungsfeld konzeptionell über die Ressourcenebene hinaus. Der Beitrag unterstreicht abschliessend die Bedeutung methodischer Replikationsstudien für die empirische Fundierung und theoretische Weiterentwicklung mediendidaktischer Forschung.
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