Research on OER impacts are not confined to cost savings estimates.  There is a growing body of knowledge and research about the impacts OER have on student outcomes.  Studies look at student satisfaction, engagement and outcomes as measured by completion, retention, drop/failure/withdrawal rates, and grades.  There are large scale studies and class level case studies at various types of post secondary institutions.  Some of this research has even been incorporated into a OER Adaption Impact Calculator.  The Open Education Group, a grant funded organization devoted to enhancing open education, had developed a framework for understanding the impact of OER

Listed here are only a few such studies with links to a feed for new papers.

Colvard, N. B., Watson, C. E., & Park, H. (n.d.). The Impact of Open Educational Resources on Various Student Success Metrics. 15.

Fischer, L., Hilton, J., Robinson, T. J., & Wiley, D. A. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computing in Higher Education, 27(3), 159–172.

Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573–590.

Hilton III, J. L., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distributed Learning, 14(4).

Lawrence, C. N., & Lester, J. A. (2018). Evaluating the Effectiveness of Adopting Open Educational Resources in an Introductory American Government Course. Journal of Political Science Education, 14(4), 555–566.


ERIC OER Impacts Search
Nov 1, 2021
Education and Information Technologies; 11/01/2021(AN EJ1316521); ISSN: 13602357ERIC
Nov 1, 2021
Education and Information Technologies; 11/01/2021(AN EJ1316550); ISSN: 13602357ERIC
Oct 1, 2021
Journal of Computer Assisted Learning; 10/01/2021(AN EJ1307124); ISSN: 02664909ERIC