In describing the significance of OER, Blessinger and Bliss (2016, p. Because OER are openly available, they can promote the diffusion of teaching knowledge while also reducing social inequities due to lack of access ( Hylen, 2006). Their openness increases the access to quality educational materials for both instructors and students, and improves the efficiency of teaching preparation ( Hilton and Wiley, 2011 Henderson and Ostashewski, 2018). These educational materials can take on a variety of forms (e.g., textbooks, images, animations, podcasts, assessment materials, learning activities, full courses such as Massive Online Open Courses or MOOCs) ( Kanwar et al., 2011 Wiley et al., 2014).
Open educational resources (OER) are “teaching, learning and research materials in any medium-digital or otherwise-that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” ( UNESCO, 2021). The results of this work can help developers design current and future OER repositories to better coincide with undergraduate instructor needs and aid content producers in creating materials that encourage implementation by their colleagues. In addition, instructors frequently modify the published materials for their classroom context and use them in a variety of course environments. Notable trends include that instructors search and evaluate OER based on alignment to course needs, quality of the materials, and ease of implementation. To determine how instructors engage throughout the OER life cycle, we examined the frequency of survey responses. The results show that OER users come from a variety of institution types and positions, generally have positions that focus more on teaching than research, and use scientific teaching practices. We asked questions aligned with the OER life cycle, which is a framework that includes the phases: Search, Evaluation, Adaptation, Use, and Share. To explore how instructors engage with OER, we surveyed users of CourseSource, an open-access, peer-reviewed journal that publishes lessons primarily for undergraduate biology courses. Little is known about how instructors work with materials based on their unique teaching context. OER research at the undergraduate level largely focuses on measuring student experiences with using the low cost resources, and instructor awareness of resources and perceived barriers to use. Open Educational Resources (OER) are widely used instructional materials that are freely available and promote equitable access. 2Maine Center for Research in STEM Education and School of Biology and Ecology, University of Maine, Orono, ME, United States.1Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY, United States.
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