Learning Objectives
By the end of this chapter, you will be able to:
- Explain why research is needed in the areas of Textbook Affordability and OER
- Discuss current research findings in the areas of Textbook Affordability and OER
Why is research important in Textbook Affordability and OER?
- For evidence-based practice
- To prove the efficacy of the methods and techniques
- To add legitimacy to the use of the materials
- To ensure we are supporting student success
- To determine areas of growth in the movement
- To investigate the effectiveness of our own teaching
- To lend weight to anecdotal evidence
Research Findings on OER
There is a wide variety of research conducted on OER. An overview of the most significant findings are:
- OER rapidly improve end of course grades and DFW rates, particularly for underserved populations (Colvard, Watson, & Park, 2018)
- Student and faculty perceptions of OER are generally positive once they are implemented (Hilton, 2016)
- Faculty are largely unaware of OER (Seaman & Seaman, 2017)
- Faculty cite many barriers to OER adoption including lack of institutional support and lack of discoverability (Belikov & Bodily, 2016)
- A large percentage of students (85%) have purchased a textbook they never had to use (Kinsey, King, & Miller, 2018)
- Student performance in course sections using OER is identical to performance in sections using traditional textbooks (Nusbaum et al., 2020)
What are Hot Topics in OER Research?
- Accessibility
- Sustainability
- Quality Assurance
Opportunities for OER Research
- OER implementation impact on student evaluations/ student perceptions of the instructor
- Impact of OER implementation on instructor empowerment
- Pedagogical implications of student-created OER
- Supporting equity and inclusion with OER
- Global impact of OER
- K-12 OER Research
- Policy and OER
- OER and overall student retention
- OER and enrollment
- Impact of Creative Commons licensing
- Impact of OER authoring on tenure and promotion process
- Revise, reuse, remix, redistribute, retain – which is more prevalent?
- What is missing in the body of OER materials? Where is the gap?
- Converting public domain/OER documents into anthologies or usable documents
References
Belikov, O. M., & Bodily, R. (2016). Incentives and barriers to OER adoption: A qualitative analysis of faculty perceptions. Open Praxis, 8(3), 235-246.
Colvard, N. B., Watson, C. E., & Park, H. (2018). The impact of open educational resources on various student success metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276.
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational technology research and development, 64(4), 573-590.
Kinskey, C., King, H., & Miller, C.L. (2018). Open Educational Resources: An Analysis of Minnesota State Colleges and Universities Student Preferences. The Journal of Open and Distance Learning, 33(3), pp. 190-202. https://doi.org/10.1080/02680513.2018.1500887
Nusbaum, A. T., Cuttler, C., & Swindell, S. (2020, January). Open educational resources as a tool for educational equity: Evidence from an introductory psychology class. Frontiers in Education, 4. https://www.frontiersin.org/articles/10.3389/feduc.2019.00152/full
Seaman, J. E., & Seaman, J. (2017). Opening the Textbook: Educational Resources in US Higher Education, 2017. Babson Survey Research Group.