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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
Language: English
Authors: Arbin Thapaliya (ORCID 0009-0004-9791-6230), Jessica M. Mahoney (ORCID 0009-0002-5264-7730)
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
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  Data: <searchLink fieldCode="AR" term="%22Arbin+Thapaliya%22">Arbin Thapaliya</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9791-6230">0009-0004-9791-6230</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+M%2E+Mahoney%22">Jessica M. Mahoney</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5264-7730">0009-0002-5264-7730</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Open%2C+Flexible+and+Distance+Learning%22"><i>Journal of Open, Flexible and Distance Learning</i></searchLink>. 2025 29(2):22-39.
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  Data: FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
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  Data: 1179-7665<br />1179-7673
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  Data: 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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      – Text: English
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      – SubjectFull: Liberal Arts
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      – SubjectFull: Small Colleges
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teacher Motivation
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      – SubjectFull: Barriers
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Student Costs
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      – SubjectFull: Indiana
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