Abstract
Prior to the 2020 and the COVID-19 pandemic, the use of open educational resources (OERs), a term coined by UNESCO in 2002, was steadily increasing in popularity among instructional designers and instructors in academia (Lim, Wee, Teo, & Ng, 2017). The pivot to online instruction because of the pandemic clearly highlighted the largely forgotten inequity issues created by the digital divide (Education Connection, 2020). With a clear focus on inequity in access to education, designers and instructors were made aware that OERs would greatly benefit their students in face-to-face, hybrid, and online courses (Chakchouk & Giannini, 2019). However, using OERs has presented unique challenges and solutions (Penn State, 2021). The purpose of this narrative review is to explore the perceived promises of OERs, examine current practices in the use of OERs, and identify how the problems and solutions associated with the use of OERs could be used to inform policy decisions at varying levels of higher education.
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Banker, D.A., Manning, D.K. (2023). Open Educational Resources: The Promise, Practice, and Problems in Tertiary and Post-secondary Education. In: Olivier, J., Rambow, A. (eds) Open Educational Resources in Higher Education. Future Education and Learning Spaces. Springer, Singapore. https://doi.org/10.1007/978-981-19-8590-4_4
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