Open educational resources: undertheorized research and untapped potential

This paper is in response to the manuscript entitled Open educational resources and college textbook choices: a review of research on efficacy and perceptions (Hilton in Educ Technol Res Dev 64(4): 573-590, 2016) from a theoretical perspective. The response describes the way many of the papers reviewed by Hilton were undertheorized, limiting their potential for impact. A brief summary of more recent research shows one current direction toward stronger theorization of OER research. Over the short-term, including during the rapid shift to digital learning catalyzed by the COVID-19 pandemic, OER adoption can be expected to save college students money and close the achievement gap between Pell-eligible students and their wealthier peers. Over the longer term, this benefit will likely disappear, and faculty will need to more fully explore the affordances of the 5Rs in order to create dramatic improvements in success for all students.

Automated summary

In the short term, open educational resources are expected to save students money and narrow achievement gaps; in the long term, teachers need to more fully explore the affordances of the 5Rs in order to create dramatic improvements in success for all students.