Editing Open educational resources (section)

== Research ==
The growing movement of OER has also fostered research activities on OER across the world, becoming "a mission-driven trend within the scientific literature".<ref>{{Cite journal|last1=Bozkurt|first1=Aras|last2=Koseoglu|first2=Suzan|last3=Singh|first3=Lenandlar|date=2019|title=An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere|journal=Australasian Journal of Educational Technology|volume=35|issue=4|pages=78–97|doi=10.14742/ajet.4252|doi-access=free}}</ref><ref name=":6" /> Mishra et al. (2022)<ref name=":6" /> found topics of research into OER included "open textbook, open online course, open courseware, open-source software related to open education, and open social learning." The Open Education Group suggests sorting research into four categories, called COUP Framework, based on the focus of research.<ref name="openedgroup.org">{{cite web | url=https://openedgroup.org/coup | title=The COUP Framework – Open Education Group | access-date=23 February 2019 | archive-date=13 October 2021 | archive-url=https://web.archive.org/web/20211013231015/https://openedgroup.org/coup | url-status=dead }}</ref> Members of the Global OER Graduate Network (GO-GN) have enacted research responding to critiques of open education research as "under-theorized" <ref name=":3" /> and exploring the role of OER as well as open practices and processes in "embracing and foregrounding diversity, inclusion and equity."<ref>Bossu, C., Pete, J., Prinsloo, P., & Agbu, J. F. ([http://dspace.col.org/handle/11599/3349 2019]). How to tame a dragon: Scoping diversity, inclusion and equity in the context of an OER project.</ref>

As part of the Open Education Group, Hilton (2016, 2019<ref>{{Cite journal |last=Hilton |first=John |date=June 2020 |title=Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018 |journal=Educational Technology Research and Development |language=en |volume=68 |issue=3 |pages=853–876 |doi=10.1007/s11423-019-09700-4 |issn=1042-1629 |doi-access=free}}</ref>)<ref>{{Cite journal |last1=Hilton |first1=John |year=2016 |title=Open educational resources and college textbook choices: A review of research on efficacy and perceptions |journal=Educational Technology Research and Development |volume=64 |issue=4 |pages=573–590 |doi=10.1007/s11423-016-9434-9 |doi-access=free}}</ref> reviewed studies on OER with the focus on Cost, Outcomes, and Perceptions, finding that most of the studies (e.g. Fischer, Hilton, Robinson, & Wiley, 2015;<ref>{{Cite journal |last1=Fischer |first1=Lane |last2=Hilton |first2=John |last3=Robinson |first3=T. Jared |last4=Wiley |first4=David A. |year=2015 |title=A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students |journal=Journal of Computing in Higher Education |volume=27 |issue=3 |pages=159–172 |doi=10.1007/s12528-015-9101-x |pmc=7115070 |pmid=32269452 |doi-access=free}}</ref> Lovett, Meyer, & Thille, 2008;<ref>{{Cite journal |last1=Lovett |first1=Marsha |last2=Meyer |first2=Oded |last3=Thille |first3=Candace |date=2007-11-30 |title=The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning |url=https://eric.ed.gov/?id=EJ840810 |journal=Journal of Interactive Media in Education}}</ref> Petrides, Jimes, Middleton-Detzner, Walling, & Wiess, 2011<ref>{{Cite journal |last1=Petrides |first1=Lisa |last2=Jimes |first2=Cynthia |last3=Middleton-Detzner |first3=Clare |last4=Walling |first4=Julie |last5=Weiss |first5=Shenandoah |year=2011 |title=Open textbook adoption and use: Implications for teachers and learners |journal=Open Learning: The Journal of Open, Distance and E-Learning |volume=26 |pages=39–49 |doi=10.1080/02680513.2011.538563 |s2cid=60479456}}</ref>) had found that OER improve student learning while significantly reducing the cost of their educational resources (e.g. textbooks). He also found that perceptions of OER by faculty and students are generally positive (e.g. Allen & Seaman, 2014;<ref>{{Cite book |url=https://eric.ed.gov/?id=ED572730 |title=Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014 |date=2014-09-30 |publisher=Babson Survey Research |last1=Allen |first1=I. Elaine |last2=Seaman |first2=Jeff }}</ref> Bliss, Hilton, Wiley, & Thanos, 2013<ref>{{Cite journal |last1=Bliss |first1=TJ |last2=Hilton Iii |first2=John |last3=Wiley |first3=David |last4=Thanos |first4=Kim |year=2013 |title=The cost and quality of online open textbooks: Perceptions of community college faculty and students |journal=First Monday |volume=18 |doi=10.5210/fm.v18i1.3972 |doi-access=free }}</ref>).

The approaches proposed in the COUP framework have also been used internationally (e.g. Pandra & Santosh, 2017;<ref>{{Cite journal |last1=Panda |first1=Santosh |last2=Santosh |first2=Sujata |year=2017 |title=Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University |journal=The International Review of Research in Open and Distributed Learning |volume=18 |issue=7 |doi=10.19173/irrodl.v18i7.2942 |doi-access=free}}</ref> Afolabi, 2017<ref>{{Cite journal |last1=Afolabi |first1=Folashade |date=29 November 2017 |title=View of First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning |url=http://www.irrodl.org/index.php/irrodl/article/view/3167/4443 |journal=The International Review of Research in Open and Distributed Learning |volume=18 |issue=7 |doi=10.19173/irrodl.v18i7.3167|s2cid=64335221 |doi-access=free }}</ref>), although contexts and OER use types vary across countries. The COUP Framework explores:

{{blockquote|
Cost: the impact of OER adoption on cost reduction<br />
Outcomes: the impact of OER adoption/use on student learning<br />
Usage: the impact of and practices around customization of OER<br />
Perceptions: faculty's and students' perceptions of OER
}}

Studies continue to emerge which investigate the usage of OER which contribute to understanding of how faculty and student use of OER (enabled by the permission given by an open license) contribute to student learning.<ref name="openedgroup.org" /><ref name=":7" /> For example, research from the Czech Republic has proved most students said they use OER as often as or more often than classical materials. Wikipedia is the most used resource. Availability, amount of information and easy orientation are the most value benefits of OER usage (Petiška, 2018)<ref>{{Cite journal |last1=Petiška |first1=Eduard |year=2018 |title=Spíše Wikipedie než učebnice: Vzorce využívání otevřených vzdělávacích zdrojů studenty environmentálních oborů |url=https://envigogika.czp.cuni.cz/index.php/Envigogika/article/view/569 |journal=Envigogika |volume=13 |issue=2 |doi=10.14712/18023061.569 |doi-access=free}}</ref>

A 2018 [[Charles University]] study presents that Wikipedia is the most used OER for students of environmental studies (used by 95% of students) and argues educational institutions should focus their attention on it (e.g. by hosting and supporting a [[Wikipedian in residence]]).<ref>{{Cite journal|last=Petiška|first=Eduard|date=2018-12-10|title=Spíše Wikipedie než učebnice: Vzorce využívání otevřených vzdělávacích zdrojů studenty environmentálních oborů|url=https://envigogika.czp.cuni.cz/index.php/Envigogika/article/view/569|journal=Envigogika|language=cs|volume=13|issue=2|doi=10.14712/18023061.569|issn=1802-3061|doi-access=free}}</ref>

To encourage more researchers to join in the field of OER, the Open Education Group has created an "OER Research Fellowship" program, which selects 15–30 doctoral students and early career researchers in North America (US and Canada).<ref name="https://openedgroup.org/fellowship">{{cite web | url=https://openedgroup.org/fellowship | title=OER Research Fellowships – Open Education Group | access-date=24 February 2019 | archive-date=6 October 2021 | archive-url=https://web.archive.org/web/20211006092640/https://openedgroup.org/fellowship | url-status=dead }}</ref> To date, more than 50 researchers have joined the program and conducted research on OER.<ref name="https://openedgroup.org/fellowship"/> The Open University in UK has run another program aimed at supporting doctoral students researching OER from any country in the world through their GO-GN network (Global OER Graduate Network).<ref>{{cite web | url=https://go-gn.net/ | title=GO-GN Global OER Graduate Network}}</ref> GO-GN provides its members with funding and networking opportunities as well as research support. Currently, more than 60 students are listed as its members.
At every Institute and Universities level, each and everyone Student and Research scholar should aware of open educational resources and how to Implement the license should be educated and make all them to do hands on session.<ref>Rathna</ref> However, the evidence quality underlying pedagogical research conducted on OER is found to be of a poor quality and requires a more rigorous design to find how it improves scientific literacy, student engagement and student attitudes towards science.<ref name="Pownall"/>