This guide will direct you to Open Educational Resources or library materials that you can use to develop a Low-Cost/No-Cost course. You can also consult with your Subject Librarian to help you locate high quality library content for your course and ebooks with unlimited user access.
If you would like to know more about OERs or Affordable Learning Georgia Textbook Transformation Grants contact CJ Ivory.
Below are few studies highlighting some of the pedagogical benefits of OERs.
For a more comprehensive review of empirical OER studies take a look at Open Education Group. This website does an excellent job of tracking all recent research on the efficacy and quality of OERs.
Learn more about OER initiatives around the world or get the latest updates on state and national OER policies visit SPARC.
If you have been using OERs in your course and are looking for best practices in researching and publishing on this experience take a look at the OER Hub Researcher Pack. This page includes links to reusable and tested survey questions as well as a cache of existing data derived from these sources.
Florida Virtual Campus. (2016). 2016 Florida student textbook and course materials survey.
Hilton, J. (2016). Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Educational Technology Research & Development, 64(4), 573-590.
Croteau, E. (2017). Measures of Student Success with Textbook Transformations: The Affordable Learning Georgia Initiative. Open Praxis, 9(1), 93.
Hilton, J., Fischer, L., Wiley, D., & William, L. (2016). Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate. The International Review Of Research In Open And Distributed Learning, 17(6)
Winitzky-Stephens, J., & Pickavance, J. (2017). Open Educational Resources and Student Course Outcomes: A Multilevel Analysis. The International Review Of Research In Open And Distributed Learning, 18(4).
Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The Impact of OER on Teaching and Learning Practice. Open Praxis, 7(4), 351-361.