Open educational resources are freely accessible teaching and learning materials released under open licenses, enabling users to copy, modify and share them without restrictions. These resources encompass a variety of formats, such as textbooks, lesson plans, syllabi, lecture notes, assignments, assessments and multimedia content. OER offers considerable financial relief to students, addressing the increasing cost of higher education.
The sharp rise in the price of textbooks and educational materials has made it essential to provide high-quality, affordable learning options in today’s digital environment. Many students, facing these rising costs, have either taken fewer courses or chosen not to purchase required materials (Salem, 2017). Moreover, OER challenges the traditional textbook market by offering cost-effective alternatives that enhance research, teaching practices, and access to open-source data repositories.
Swain and Pathak (2023) identify several key drivers behind the adoption of open educational resources in higher education, including student cost savings, pedagogical benefits and institutional backing. Colleges and universities may support faculty by offering reduced workloads, assistance with course development, financial incentives or library services to help locate and integrate OER into their teaching. While the adoption and benefits of OER are growing, educators still face difficulties in locating, implementing, modifying and sharing high-quality resources.
The global adoption of OER has improved educational access in under-resourced countries across diverse fields, including health care, teacher training, literature, science, social studies, the arts and life skills (Nikoi & Armellini, 2012). Promoting educational equity and reducing costs for students are two key reasons why faculty have embraced OER as a learning resource. Despite the rapid growth of OER over the past decade, some educators remain hesitant to adopt these resources, concerned that they may not match the quality of traditional published materials. It is crucial to evaluate OER for both quality and accuracy while also comparing them to conventional resources to understand the value they provide at no cost.
A promising way to foster deep learning is by involving students in the creation of OER materials alongside their professors. Research strongly supports the benefits of project-based learning, showing that it enhances student engagement and promotes deeper retention of knowledge. Students often find traditional lectures less engaging and prefer active learning experiences, such as lab experiments, writing groups, community service projects aligned with educational goals and research and design activities. With the vast amount of information available online, faculty play a crucial role in guiding students to distinguish between reliable and unreliable sources. Collaborating with students to create smaller OER materials for courses can be a highly rewarding experience. This process not only enhances learning but also provides students with tangible artifacts to showcase in their portfolios, benefiting them when transferring to other institutions or pursuing job opportunities after graduation.
Tillinghast (2020) sums up the rise of OER by stating that, “There is a growing trend in higher education to explore the various benefits of open educational resources. This applies not only to the cost benefits, but also to potential pedagogical benefits as well.” As a college president, I have been committed to advancing the development and use of OER, while supporting faculty in selecting resources that they believe provide the highest quality learning experiences at the lowest possible cost. Higher education must prioritize return on investment by offering exceptional educational opportunities at affordable prices, ensuring that all students have equitable access to attend and finance their college education.
Tom Striplin is president of Eastern West Virginia Community & Technical College, Moorefield, West Virginia. He earned his doctorate degree in higher education leadership and master’s degree in education from Frostburg State University.