For more information, check out this discussion from Lumen Learning
Hilton, J. (2016) Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research and Development, 64(4), 573 – 590. synthesizes the results of 16 studies that examine either (1) the influence of OER on student learning outcomes in higher education settings or (2) the perceptions of college students and instructors of OER. Results across multiple studies indicate that students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money. This video summarizes the available research synthesized in the article.
The four main barriers to faculty participation with OER are:
These barriers have led to the persistence of a great many myths regarding OER use and OER quality. For an in-depth look at the most common myths, check out our OER Myths page! Watch the video below for more information about how to break down barriers to open education.
All OER are free and always will be free, but not all free resources are OER. The key distinguishing characteristic of OER is its intellectual property license and the freedoms the license grants to others to share and adapt it. If the resource is not in the public domain or clearly marked as having an open license, it is not OER. Unlike OER, free resources that do not have a Creative Commons or other open license cannot be adapted, modified, or redistributed without permission from the author. Additionally, free resources may only be free for a limited time or may be restricted or only free to some people.
Adapted from http://tinyurl.com/GoOpen
The Council of Chief State School Officers