Journal of Online Learning Research and Practice Volume 7, Number 2, 2019 | Page 15

Journal of Online Learning Research and Practice
software, and any other tools,
materials, or techniques used to
support access to knowledge.
Another definition from the OER Commons
(2018) stated:
Open Educational Resources are
teaching and learning materials
that you may freely use and reuse,
without charge. OER often
have a Creative Commons or
GNU license that state specifically
how the material may be used,
reused, adapted, and shared.
As long as there is proper attribution
assigned, one may revise, edit, and republish
OERs to meet various educational
needs.
Trends in the Literature
The literature on OERs is sparse
and relatively new (Aremellini
& Nie, 2013), yet reveals that the
movement toward OERs is not without
resistance. Mazoue (2012) highlighted
a higher-education system still clinging
to an educational platform of the past,
and outlined four university realities
that are forcing institutions to make this
change: “the emergence of the learning
sciences, the wikification of knowledge,
the unbundling of faculty roles, and the
migration of learning online” (p. 75).
Institutions of higher learning should
no longer ignore evolving societal educational
trends and need to reflect those
structural changes in their practices.
Bonk (2012) focused on the
learning sciences and outlined three
major trends to which universities must
pay special attention: learner engagement,
pervasive access, and customization.
Overall, he argued that the learning
sciences are redefining how people
pursue education in the face of technological
changes. In Education 3.0,
instructors attempt to foster learning
autonomy and self-directed learning
(Keats & Schmidt, 2007). Learning in
the 21st century transitions the role of
instructor from imparting knowledge
to facilitating and mentoring the learning
process. One might describe this
evolution as a movement away from
educators as sages on the stage to guides
on the side. Technological and social
trends are rapidly changing the higher
education panorama, and universities
must adapt to remain relevant.
Financial Efficacy
OERs provide institutions with a viable
option for addressing emerging trends.
The research on reducing costs for students
is well documented (Colvard,
Watson, & Park, 2018). APUS spends
large sums annually on ECMs for undergraduate
students via its book grant
policy, which supplies all undergraduate
students with e-texts. APUS continues
to seek ways to reduce these costs while
also maintaining a high-quality student
experience and avoiding increasing the
rates at which students withdraw, earn
incompletes, or earn grades of D or F.
(i.e., Drop/Fail/Withdraw/Incomplete
[DFWI] rates). In 2017, the goal set for
the APUS Academics Department was
to reduce e-text costs by at least $2 million
dollars for the year. APUS strives
to continue to reduce ECM costs when
appropriate and viable, while remaining
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