Prácticas Educativas Abiertas: uso y adaptación de Recursos Educativos Abiertos en la educación superior. Una revisión sistemática

Autores/as

Jenny Alodia Acosta-Martínez

Universitat Rovira i Virgili

[email protected]

https://orcid.org/0009-0008-9967-2283

Mireia Usart-Rodríguez

Universitat Rovira i Virgili

[email protected]

https://orcid.org/0000-0003-4372-9312

Jordi Duch-Gavaldá

Universitat Rovira i Virgili

[email protected]

https://orcid.org/0000-0003-2639-6333

Resumen

Los estudios sobre Prácticas Educativas Abiertas (PEA) y Recursos Educativos Abiertos (REA), pilares de la educación abierta, son cada vez más numerosos, pero contextualizados en áreas geográficas o espacios de tiempo limitados, sin una visión global de su implementación en la educación superior. Este artículo indaga las principales PEA implementadas, los usos, la adaptación, los beneficios y desafíos de los REA en educación superior. Se consultan las bases de datos Scopus y Web of Science, siguiendo el
Protocolo Prisma. Los hallazgos incluyen las formas de implementación de PEA, tipos de REA y plataformas más utilizados, principales barreras y limitaciones del uso de REA.

Palabras clave

educación superior prácticas abiertas recursos educativos abiertos universidad

Cómo citar

Acosta-Martínez, J. A., Usart-Rodríguez, M., & Duch-Gavaldá, J. (2025). Prácticas Educativas Abiertas: uso y adaptación de Recursos Educativos Abiertos en la educación superior. Una revisión sistemática. RECIE. Revista Caribeña De Investigación Educativa, 9, e9763. https://doi.org/10.32541/recie.v9.763

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Artículos de revisión teórica

Biografía del autor/a

Jenny Alodia Acosta-Martínez, Universitat Rovira i Virgili

Jenny Acosta Martínez es graduada de Licenciatura en Informática de la Universidad Autónoma de Santo Domingo, con un Máster en Ingeniería de Multimedia de la Universidad Pontificia de Salamanca y una Maestría en Tecnología Educativa: E-Learning y Gestión del Conocimiento de la Universidad Rovira i Virgili. Experiencia docente de 14 años en universidades e instituciones de educación superior de la República Dominicana en temas relacionados con la tecnología aplicada a la educación. Participación en proyectos diversos en el ámbito educativo, algunos auspiciados por organismos internacionales como UNESCO, PNUD y OEI.

Mireia Usart-Rodríguez, Universitat Rovira i Virgili

Mireia Usart es licenciada en Física (Universitat de Barcelona), MSc. En Educación y TIC y Doctora en Educación y TIC (Universitat Oberta de Catalunya). Actualmente trabaja como investigadora postdoctoral becada en la Universitat Rovira i Virgili (URV) de Tarragona (España). Ha sido premiada en congresos internacionales y ha participado como investigadora en diferentes proyectos de I+D europeos y españoles desde 2011. Su experiencia va desde la informática (como diseñadora de bases de datos y analista de datos) hasta la psicometría en investigación educativa, es experta en Aprendizaje basado en juegos y Competencia digital docente y ha publicado artículos de impacto y capítulos de libros en estas áreas (ORCID:http://orcid.org/0000-0003-4372-9312)

Jordi Duch-Gavaldá, Universitat Rovira i Virgili

Jordi Duch es Ingeniero en informática por la Universidad Rovira Virgili, y Máter en Nuevas Tecnologías de la Información y las Comunicaciones por la Universidad de Murcia, y doctor en Física por la Universidad de Barcelona. Desde 2009 es profesor asociado de Informática en la Universidad Rovira Virgili, donde fue adjunto al rector para las TIC entre 2018 y 2022, y actualmente director del Departamento de Ingeniería Informática y Matemáticas. Su investigación se centra en el diseño de modelos para estudiar sistemas complejos, combinando herramientas de ciencias de computación e inteligencia artificial con la modelización de sistemas. Su aproximación de investigación es muy interdisciplinaria, implicando colaboraciones con científicos de economía, educación, medicina o sociología. Actualmente tiene más de 30 contribuciones que han recibido alrededor de 8000 citas, con artículos publicados en revistas de alto impacto (Science Advances, PNAS) que han sido cubiertos por publicaciones, blogs y periódicos de todo el mundo.