Use of Open Educational Resources on the Rise

open educational resources
Listen

Awareness of open educational resources (OER)—freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing—among U.S. higher education teaching faculty has increased by 12 percentage points during the past three years but remains less than a majority, according to a new report.

The study by the Babson Survey Research Group, Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018, was supported by a grant from The William and Flora Hewlett Foundation and is based on responses from more than 4,000 faculty and department chairs. The study shows improvements in OER awareness, and growing concern among faculty regarding the cost of course materials.

Key findings from the report include:

  • Faculty awareness of OER has increased every year, with 46 percent of faculty now aware of OER, up from 34 percent three years ago.
  • For the first time, more faculty express a preference for digital material over print in the classroom.
  • 61 percent of all faculty, 71 percent of those teaching large-enrollment introductory courses, and 73 percent of department chairs, “Strongly Agree” or “Agree” that “the cost of course materials is a serious problem for my students.”
  • Department chairs overwhelmingly believe that making textbooks less expensive for students would be the most important improvement to course materials.
  • Fewer than one in five faculty members are aware of any departmental, institution, or system-level initiative to deal with the cost of course materials.
  • Faculty are acting independently to control costs by supporting used textbooks and rental programs, placing copies on reserve, and selecting materials based on cost.
  • Faculty often make changes to their textbooks, presenting material in a different order (70 percent), skipping sections (68 percent), replacing content with their own (45 percent), replacing with content from others (41 percent), correcting errors (21 percent), or revising textbook material (20 percent).
  • Overall faculty satisfaction with required textbooks is high, with more than 80 percent either “Extremely Satisfied” or “Moderately Satisfied,” although faculty express considerable resentment about price; unnecessary, frequent updates; and other issues with commercial textbooks.

“OER could provide an answer to the cost concerns that faculty have, while also supporting the ‘revise’ and ‘remix’ approach to textbook content that faculty are already using,” said Dr. Julia Seaman, research director for the Babson Survey Research Group. “Growth of OER has been slow but steady for the past four years, held back by a lack of awareness of OER and a perceived lack of offerings. That said, factors like a growing acceptance of digital media and concerns over the cost of textbooks could accelerate the expansion of OER awareness and use in the future.”

Posted in Community

More from Community »

Latest Stories

Luciana Gomez ’27 sitting on a bench shaped like donuts
Pitching, Problem Solving, and Professional Growth: Babson Students Share Summer Internship Success By the time they graduate, most Babson students will have completed at least one internship. Off the clock for the summer, undergraduate students reflect on their summer internships.
By
Melissa Savignano
Writer
Melissa Savignano
Melissa Savignano, a content marketing manager at Babson College, has worked in higher education for almost a decade, where she tells authentic, compelling campus and community stories. Before Babson, she managed communications for Boston University’s largest college, the College and Graduate School of Arts & Sciences. She previously worked in client relations, helping brands of various sizes launch content marketing strategies and storytelling initiatives. When not at work, you will find her in the city of Boston, probably at the movie theater.
September 8, 2025

Posted in Outcomes

Farrah Narkiewicz and Rob Major sit and talk at Trim Dining Hall
The Regular Crowd Shuffles In: Lunchtime at Trim  Trim Dining Hall may be a key part of everyday life for many Babson students, but a slew of faculty and staff members also make it part of their daily routine. At lunchtime, they file into the dining hall, seeking food and camaraderie.
By
John Crawford
Senior Journalist
John Crawford
A writer for Babson Thought & Action and the Babson Magazine, John Crawford has been telling the College’s entrepreneurial story for more than 15 years. Assignments for Babson have taken him from Rwanda to El Salvador, from the sweet-smelling factory of a Pennsylvania candy maker, to the stately Atlanta headquarters of an NFL owner, to the bustling office of a New York City fashion designer. Beyond his work for Babson, he has written articles and essays for The Philadelphia Inquirer, Notre Dame Magazine, The Good Men Project, and other publications. He can be found on Twitter, @crawfordwriter, where he tweets about climate change.
September 4, 2025

Posted in Community

Babson Study Reveals the Power of Customer Kindness New Babson-funded research shows that customer kindness can boost employee satisfaction, reduce turnover, and spark a cycle of positivity in service industries.
By
Hillary Chabot
Writer
Hillary Chabot
Hillary Chabot is a writer for Babson Thought & Action and Babson Magazine. An award-winning journalist, she is known for her insightful reporting and dedication to detailed storytelling. With a career spanning over two decades, she has covered a wide range of topics, from presidential campaigns and government policy to neighborhood issues and investigative series. As a reporter for The Boston Herald, Hillary earned a reputation for tenacity and integrity. Her work at Babson College fuels her passions—to learn something new every day and conduct thoughtful, empathic interviews. She’s thrilled to be at Babson College, where students, faculty, staff members and classes provide compelling copy daily.
September 3, 2025

Posted in Community, Insights