Perceptions of OER in Higher Education: A Liberal Arts College Perspective
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| Title: | Perceptions of OER in Higher Education: A Liberal Arts College Perspective |
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| Language: | English |
| Authors: | Arbin Thapaliya (ORCID |
| Source: | Journal of Open, Flexible and Distance Learning. 2025 29(2):22-39. |
| Availability: | FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Educational Resources, Higher Education, Liberal Arts, College Faculty, Small Colleges, Teacher Attitudes, Private Colleges, Knowledge Level, Teacher Motivation, Barriers, Teaching Experience, Student Costs |
| Geographic Terms: | Indiana |
| ISSN: | 1179-7665 1179-7673 |
| Abstract: | Textbook costs remain a significant barrier to student success in higher education. Open Educational Resources (OER) offer a promising solution by reducing costs and allowing content adaptation. This study examines the perceptions and use of OER by 70 faculty members at a small liberal arts college (Franklin College) through a campus-wide survey assessing faculty knowledge, motivations, challenges, and experiences with OER. Results show growing awareness and use of OER, especially for improving student affordability and access. However, many faculty still need more support to adopt and adapt OER in their courses fully. The study identified a group of experienced faculty who are not only using OER but also actively adapting and remixing materials to fit their teaching needs. Most discovered OER through online repositories, general internet searches, and recommendations from colleagues. Overall, faculty rated the quality of OER positively, though gaps in subject-specific content and in alternative formats such as datasets and assessments remain. Based on these findings, the study offers recommendations, including institution-based training programmes, peer-led workshops led by experienced faculty, and incentives for OER adoption and creation. Overall, faculty are motivated by equity and effectiveness, and with proper support, can play a key role in expanding OER use. These insights offer a roadmap for institutions seeking to scale OER use while fostering a collaborative, inclusive, and innovative teaching culture. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492770 |
| Database: | ERIC |
| Abstract: | Textbook costs remain a significant barrier to student success in higher education. Open Educational Resources (OER) offer a promising solution by reducing costs and allowing content adaptation. This study examines the perceptions and use of OER by 70 faculty members at a small liberal arts college (Franklin College) through a campus-wide survey assessing faculty knowledge, motivations, challenges, and experiences with OER. Results show growing awareness and use of OER, especially for improving student affordability and access. However, many faculty still need more support to adopt and adapt OER in their courses fully. The study identified a group of experienced faculty who are not only using OER but also actively adapting and remixing materials to fit their teaching needs. Most discovered OER through online repositories, general internet searches, and recommendations from colleagues. Overall, faculty rated the quality of OER positively, though gaps in subject-specific content and in alternative formats such as datasets and assessments remain. Based on these findings, the study offers recommendations, including institution-based training programmes, peer-led workshops led by experienced faculty, and incentives for OER adoption and creation. Overall, faculty are motivated by equity and effectiveness, and with proper support, can play a key role in expanding OER use. These insights offer a roadmap for institutions seeking to scale OER use while fostering a collaborative, inclusive, and innovative teaching culture. |
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| ISSN: | 1179-7665 1179-7673 |
