OER Research Toolkit, https://openedgroup.org/toolkit
Open Education Research Hub, https://oerhub.net
Schilling, K. (2023). Beyond the Horizon: Broadening Our Understanding of OER Efficacy. Download book here
Description: Beyond the Horizon: Broadening Our Understanding of OER Efficacy is a concise yet comprehensive resource designed to provide insight into the current state of research and reporting on Open Educational Resources (OER) efficacy. This guide explores existing frameworks, delves into key themes and gaps, and highlights emerging opportunities in the realm of OER efficacy.
Seaman, J.E. & Seaman, J. (2023). Digitally Established: Educational Resources in U.S. Higher Education Full text PDF
Summary: This is the 12th report in a series of surveys tracking curricula discovery, selection, and adoption processes in U.S. higher education. Since its inception in 2009, this series has tracked a considerable shift in higher education from the traditional print textbook towards digital materials. The global COVID-19 pandemic accelerated this transition, as faculty, administrators, and institutions scrambled to transition courses and materials to accommodate remote learners. The survey responses for this analysis were collected in April 2023, from a total of 2,483 faculty and 641 administrators. The respondents come from all 50 U.S. states and the District of Columbia.
Bol, L., Esqueda, M. C., Ryan, D., & Kimmel, S. C. (2022). A Comparison of Academic Outcomes in Courses Taught With Open Educational Resources and Publisher Content. Full text
Abstract: What difference do open educational resources (OER) make compared with publisher content (non-OER) when costs and instructors remain constant? A total of 215 community college students enrolled in online, introductory courses were randomly assigned to OER or non-OER sections and compared on retention at the tuition drop date, completion with a C or better, course completion, and mean final exam scores. Students in the OER sections were retained and persisted at a statistically significant higher rate, lending credibility to the findings of former studies regarding retention and persistence rates in courses taught with OER materials. No statistically significant differences were found on completion rates or final exam scores. OER course materials should be considered in broader initiatives for student success in community colleges.
Griffiths, R., Mislevy, J., Wang, S., Ball, A., Shear, L., Desrochers, D. (2020). OER at Scale: The Academic and Economic Outcomes of Achieving the Dream’s OER Degree Initiative. Full text PDF
Summary: Achieving the Dream’s Open Education Resource (OER) Degree Initiative enabled 38 colleges nationwide to offer 6,600 OER course sections over two and a half years, reaching nearly 160,000 students. Approximately 2,000 instructors participated in the development and delivery of these courses, substantially expanding the number of faculty with OER experience at participating colleges. Nearly 600 courses were redesigned and certified as OER, contributing to the availability of OER content. The initiative saved students at least $10.7 million in instructional material costs.
Regional education compacts' Gap Analysis and Environmental Scan Sharing Observations, Priorities, Opportunities in the National OER Landscape. 2020. Full text PDF
Summary: The use of Open Educational Resources (OER) is a win-win proposition for students, faculty, institutions and states. OER use addresses state and institutional desires to reduce the cost of higher education while increasing access and attainment. While an increasing number of states have passed laws and enacted policies that encourage and underwrite the time and effort to encourage OER adoption, significant work remains at the grassroots level, with individual champions shouldering efforts. The regional higher education compacts have identified impediments due to lack of support and siloed efforts, including: • Difficulty in bringing OER to scale across institutions, systems and states' • Challenges in coordinating efforts at the institutional, state and national level, which can result in duplicative, inefficient and occasionally conflicting work to scale and sustain OER efforts • Need for shared understanding of key areas of work and further research • Questions about the sustainability of OER
University of Georgia. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. Full text PDF
Abstract: There are multiple indicators which suggest that completion, quality, and affordability are the three greatest challenges for higher education today in terms of students, student learning, and student success. Many colleges, universities, and state systems are seeking to adopt a portfolio of solutions that address these challenges. This article reports the results of a large-scale study (21,822 students) regarding the impact of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and Withdrawal letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability, completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.
