5 Research: Summary

The use of OER is a significant contributor to increasing affordability for students by reducing the cost of textbooks and out-of-pocket expenses, reported by students as the second biggest cost challenge they face after tuition (NACS Student Watch, 2017-2018). OER also contributes to improved student learning outcomes, persistence, and completion.

The use of OER is a significant contributor to increasing affordability for students by reducing the cost of textbooks and out-of-pocket expenses, reported by students as the second biggest cost challenge they face after tuition (NACS Student Watch, 2017-2018). OER also contributes to improved student learning outcomes, persistence, and completion. Studies suggest that not only is OER effective at improving student learning outcomes, but it also has an especially compensatory advantage in improving the outcomes of under-represented students (Ashford, 2018; Colvard, Watson, & Park, 2018; Hilton, 2016; Hilton, et al., 2016; SRI International, 2020). Thus, OER is a critical element to address equity and improve quality.

The use of OER will not have any deleterious effect on faculty members’ principles of academic freedom. In fact, the utilization of OER enhances academic freedom by providing additional resources not available to faculty using traditionally published curricular materials. OER published with Creative Commons licenses allow faculty to use course material in ways that would otherwise be impossible if using materials published under traditional copyright.

The Georgia and Achieving the Dream research studies remain seminal to building the body of evidence for the ways in which OER close equity gaps and deepen student learning and success. There is emerging research from across North America and beyond that further reinforces the case, while also amplifying the need for additional research, data collection and analysis to explore further the role of OER in addressing systemic inequities across student populations, disaggregated by race/ethnicity, income, gender, ability, first-generation and geography, among other demographics and characteristics.

DOERS3 is committed to advancing this research agenda across multiple fronts.  The Equity Work Group will continue its engagement with the role of OER in addressing the full dimensions of equity in higher education.  Additionally, the DOERS3 Research Work Group is addressing the need for additional research, data collection, and analysis through the establishment of common data standards and the collection of metadata organized around a set of research questions.  As a collective, DOERS3 is united in delving further into the role of OER in enhancing quality and closing equity gaps in student learning outcomes and success.