International perspectives on using OER for online learning.

Abstract

This article examines the work by Hilton (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) entitled, “Open educational resources and college textbook choices: A review of research on efficacy and perceptions” from international perspectives. Hilton (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) synthesized findings of 16 studies that investigated the academic outcomes of open educational resources (OER) and perceptions of college students and instructors. The academic outcomes were comparable to using traditional textbooks, and perceptions were positive. His work highlights effectiveness of OER in online courses resulting from their technological affordances. The COVID-19 pandemic pushed many institutions around the globe to abruptly shift their instructions digital and make learning more flexible and affordable for those who face medical, financial, and daily life challenges. Hilton’s findings (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) provide collective evidence to support the adoption of OER and shed light on how it can be used and what future work is needed internationally. This article examines the international value, implications, and limitations of his work and suggests future directions.