Using Open Educational Resources at Viterbo University: Faculty and Student Feedback
This study evaluated a coordinated and collaborative pilot implementation of open educational resources (OER) across multiple disciplines including nursing, accounting, environmental science, religious studies, and finance. Participating faculty were qualitatively surveyed regarding their experience creating and implementing OER in a course. Students were surveyed on their perceptions of OER quality, cost savings, and ease of use. Faculty had an overall positive experience with OER, believing there was a significant benefit to students in cost savings while maintaining learning quality. Faculty felt the OER implementation process took a significant investment of time and recommended that faculty should be compensated for creating and implementing OER materials in future courses. Students overall showed positive responses to using OER in their course; the majority of students agreed with the OER cost savings, quality of OER resources, ease of using OER, and they trusted the use of OER materials. Older students (over 30 years) were more likely to state they would print out OER materials rather than read them online (as compared with students 30 and under). Senior-level students agreed significantly more than did freshman-level students that OER presented a cost savings. Faculty recommendations from this study included focusing on courses with very high textbook costs and courses that would impact the greatest number of students. Additionally, faculty recommended a follow-up revision process to keep OER materials current after implementation.
Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007, February). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities [Report to the William and Flora Hewlett Foundation]. https://pdfs.semanticscholar.org/8d16/858268c5c15496aac6c880f9f50afd9640b2.pdf
Blumenstyk, G. (2016a, July 12). As free textbooks go mainstream, advocate says colleges should do more to support them. The Chronicle of Higher Education. https://www.chronicle.com/article/As-Free-Textbooks-Go/237082
Blumenstyk, G. (2016b, July 26). More professors know about free textbook options, but adoption remains low. The Chronicle of Higher Education. https://www.chronicle.com/article/More-Professors-Know-About/237252
Delgado, H., Delgado, M., & Hilton, H. (2019). On the efficacy of open educational resources: Parametric and nonparametric analyses of a university calculus class. International Review of Research in Open and Distributed Learning, 20(1). https://doi.org/10.19173/irrodl.v20i1.3892
Dennen, V.P., & Bagdy, L.M. (2019). From proprietary textbook to custom OER solution: Using learner feedback to guide design and development. Online Learning, 23(3), 4–20. https://doi:10.24059/olj.v23i3.2068
Dudek, B., Duran, D., & Parscal, T. (2019). Wide open voices: Experiences of OER course developers. Online Journal of Distance Learning Administration, 22(2). https://www.westga.edu/~distance/ojdla/summer222/dudek_duran_parscal222.html
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Education Technology Research and Development, 64(4), 573–590. https://doi.org/10.1007/s11423-016-9434-9
Hilton, J. (2019). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Education Technology Research and Development, 68, 853–876. https://doi.org/10.1007/s11423-019-09700-4
Kristof, K. (2018, January 26). What’s behind the soaring cost of college textbooks? MoneyWatch. https://www.cbsnews.com/news/whats-behind-the-soaring-cost-of-college-textbooks/
McGreal, R. (2019). A survey of OER implementations in 13 higher education institutions. The International Review of Research in Open and Distributed Learning, 20(5), 141–145. https://doi.org/10.19173/irrodl.v20i5.4577
Ranganathan, P., Pramesh, C. S., & Buyse, M. (2016). Common pitfalls in statistical analysis: The perils of multiple testing. Perspectives in Clinical Research, 7(2), 106–107. https://doi.org/10.4103/2229-3485.179436
Schaffhauser, D. (2014, August 27). Complete guide to open educational resources. Campus Technology. https://campustechnology.com/articles/2014/08/27/complete-guide-to-open-educational-resources.aspx
William and Flora Hewlett Foundation. (2021). Open education. https://hewlett.org/strategy/open-education/
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International Licence. The copyright of all content published in IRRODL is retained by the authors.
This copyright agreement and use license ensures, among other things, that an article will be as widely distributed as possible and that the article can be included in any scientific and/or scholarly archive.
You are free to
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms below:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.