This Web page, http://Knowledgebase.Metro-Studios.com/index.php?title=What_The_Pentagon_Can_Teach_You_About_Examples_Of_Open_Educational_Resources; Students had better efficiency on exams, had higher last grades, were more likely to stay enrolled in a class, and were more likely to satisfy other course learning outcomes when they were enrolled in a course that had adopted an OER compared to being registered in the exact same course where a traditional/commercial book was embraced (Hilton & Laman, 2012; Clinton, 2018; Chia-Wen & Pei-Di, 2014).
OER Mythbusting addresses the top 7 misconceptions about OER in North American college, as voted on my more than 100 professors, librarians, trainees and other members of the OER community.
Trainees anywhere in the world can access OERs at any time, and they can access the product consistently. OERs are easy to distribute commonly with little or no expense. OERs can supplement books and lectures where deficiencies in details are obvious. For instance, multimedia product such as videos can accompany text.
Details may be shared quickly (particularly when compared to information published in books or journals, which might take months and even years to appear). Quick accessibility of material might increase the timeliness and/or relevance of the product being provided. Using OERs instead of standard textbooks or course packs, etc.
A large audience might learn of professors research study interests and expertise. Potential students and donors might be impressed, and student and professors recruitment efforts may be boosted. OERs offer an exceptional method for alumni to remain linked to the organization and continue with a program of lifelong learning. Unlike books and other fixed sources of information, OERs can be enhanced rapidly through direct modifying by users or through solicitation and incorporation of user feedback.
