Open Educational Resources (OER) have emerged as a promising strategy for addressing several critical challenges facing higher education today—completion rates, student learning, and affordability—and this proposed presentation explores the potential of OER as a high-impact practice (HIP). While OER advocates have long touted the cost-saving and accessibility benefits of OER, empirical evidence supporting the impact on student success metrics is limited and conflicted.
Currently, some evidence suggests that underserved populations in higher education do benefit from the use of OER (Colvard et al., 2018); however, while research on OER’s impact on student success (e.g., grades, GPA, course completion) in general exists, the results have only definitively shown that OER do not adversely affect students, as they perform the same or better when OER are implemented. These limitations in existing research complicate OER advocacy efforts, as faculty and administrators are hesitant to adopt practices and fund initiatives without compelling support.
In response, a team of AAC&U researchers is engaged in a large-scale study, funded by the Hewlett Foundation, to expand the OER conversation on student success. We are investigating the impact of OER on measures of student success at 17 U.S.-based institutions representing all six primary higher education institution categories officially recognized in the United States. The participating institutions enroll an array of students reflective of a diverse nation and include HBCUs (Historically Black Colleges and Universities), Tribal Colleges and Universities, and HSIs (Hispanic-Serving Institutions). A key aim of this work is to frame and disseminate a robust, data- and assessment-based argument for OER as a HIP. Through the selection of 17 diverse institutions representative of the U.S. higher-education landscape, we are framing a broad-sweeping argument that is not only representative of our students but also closely examines and deepens the conversation around OER significantly benefiting historically underserved students, as befits any practice deemed “high-impact.”
In addition to examining student success metrics, we also aim to operationalize and assess the notion of “high-quality” OER implementation within courses by delving into educator and institutional practices that lead to the most positive impact on students. We aspire to create a framework for assessing OER practices that instructors can use to evaluate and improve their own OER implementation practices. Through this work, we aim to construct a compelling case that OER are, indeed, a high-impact practice.
Included in
[Session 2E]: OER in Higher EducationReferencesColvard, 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.
Author KeywordsStudent Success, High-Impact Practices, OER Implementation
