The Landscape of OER Policy and Practice in Texas

In spring 2019, the organization that I lead, the Digital Higher Education Consortium of Texas (DigiTex), commissioned a survey on Open Educational Resource (OER) programs, policies, and practices at colleges and universities in Texas.

Review of Report
Sebesta, J. (2019). The Landscape of OER Policy and Practice in Texas. Retrieved January 23, 2020, from WCET Frontiers: https://wcetfrontiers.org/2019/12/19/the-landscape-of-oer-policy-practice-in-tx/.

Actual Report
DigiTex & Texas Higher Education Coordinating Board (2019). Open Educational Resources (OER) in Texas Higher Education, 2019. Retrieved from Texas Higher Education Coordinating Board Report Center January 23, 2020: http://reportcenter.thecb.state.tx.us/reports/reports-and-studies-non-fiscal/oer-texas/

Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape

This white paper provides an overview of the development and growth of Open Educational Resources (OER) in American higher education, followed by an analysis of the approximately 1,400 responses to a survey on course materials adoption that Choice deployed to faculty and instructors across the United States. It examines faculty behavior for discovering, evaluating, and selecting instructional material, and adds new insights on barriers specific to discovery resources and faculty adoption of OER.

Bell, S. (2018). Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape [White Paper].Retrieved November 20, 2019, from Choice360.com: http://www.choice360.org/content/2-librarianship/5-whitepaper/bell-white-paper-october-2018/100318_bell_white_paper.pdf.

“Does no significant improvement in academic performance justify a $150 textbook?”

Two articles regarding efficacy of OER materials.  The title of this post comes from a quote referenced in the conclusion of the second article.

Efficacy of Open Textbook Adoption on Learning Performanceand Course Withdrawal Rates: A Meta-Analysis

Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = .87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = .005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K–12 education, outside of North America, and that better examine student characteristics, are discussed.

Open educational resources, student efficacy, and userperceptions: a synthesis of research published between 2015 and 2018

Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.

The impact of open educational resources on various student success metrics

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.

Colvard, N. B., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student SuccessMetrics. International Journal of Teaching and Learning in Higher Education, Volume 30, Number 2), pp. 262 – 276.

College Textbook Affordability: Landscape, Evidence, and Policy Directions

MHEC has released a report on College Textbook Affordability: Landscape, Evidence, and Policy Directions. The report reviews various textbook options with a particular focus on Open Educational Resources (OER) and Inclusive Access models. See more on the Affordability Series.

Midwestern Higher Education Compact (2019). College Textbook Affordability: Landscape, Evidence, and Policy Directions. Retrieved from https://www.mhec.org/sites/default/files/resources/mhec_affordability_series10.pdf.