Improving student learning and making education more accessible is a priority for most educators. Yet many higher-ed courses still rely on traditional textbooks, resources that can be costly for students and may not align perfectly with course needs.  

Tracy Harvey, an instructor at Lethbridge Polytechnic, found herself questioning this practice and decided to switch her course materials to all Open Educational Resources (OERs)—academic resources freely available for use and adaptation. Here is how she did it, what she learned, and why other instructors might want to consider the same approach. 

Learn more about Open Educational Practices at Lethbridge Polytechnic’s Centre for Teaching, Learning, and Innovation (CTLI).

Although she assigned a textbook for her course in the polytechnic’s Child and Youth Care program, Tracy was frustrated: no textbook suited the course perfectly or was of the quality she was looking for. Some textbooks had chapters that didn’t contain the information she needed, or they weren’t as focused as she wanted them to be. She thought it was a waste to use two different textbooks just to cover the correct material.

But the tipping point came when she noticed that several students didn’t buy the required book, a sign that financial barriers were affecting students’ education. OERs came up for discussion in the professional development course she was taking, and Tracey had an “aha” moment. “Why am I still using textbooks?” she asked.

Tracy’s frustration with traditional textbooks echoed a broader issue in higher education: the need for affordable, accessible, and customizable learning materials. This led her to the Center for Teaching and Learning Innovation (CTLI), where she asked Lethbridge Polytechnic’s librarians for help. “They were exceptionally helpful,” Tracy says. They helped her compile a list of OER sites and even assisted in a deep dive to find resources on her topic that she hadn’t discovered on her own. The freely available resources seemed like the perfect solution to both her students’ financial challenges and her desire for more tailored content.  

OER integration is part of a larger CTLI priority to emphasize Open Educational Practices (OEPs) across the Polytechnic, of which OERs are only one aspect. OEPs cover education practices more broadly and include innovative teaching strategies, collaborative learning, and flexible course design. 

“They don’t have to pay for a textbook!”

Now Tracy wonders why she hadn’t switched to OERs sooner and why more instructors don’t do it. The response from her students has been positive. The biggest takeaway? “They’re thrilled that they don’t have to pay for a textbook!”. As a result, Tracy’s students can focus more on learning and less on the financial burden of expensive course materials.  

Encouraged by the success, Tracy also plans to switch her next course to OERs. She’s excited about the potential to personalize her teaching further and make her courses even more accessible. 

OERs aren’t just about saving money for students. Research has shown that OERs can:  

• • significantly improve student learning outcomes (Weller et al., 2015; Swain & Pathak, 2024) 
  • decrease withdrawal rates (Colvard et al., 2018) 
  • allow students “to access information in a different way” and “participate in their education” (Bowness, 2017)

For instructors, OERs can have the following benefits, among others:  

• • course material can be more current and updated easily with the newest research  
  • support innovation and allow instructors to be more “creative” (Bowness, 2017)  
  • enrich course design (Baas, van der Rijst, Huizinga, van den Berg, & Admiraal, 2022) 
  • improve learner understanding and engagement (SAIT, 2024) 

Tracy shares some helpful advice for instructors who may want to add more OERs to their course, or switch over completely: 

• Start with the library at the polytechnic—they are a fantastic resource. 

• Review the resources carefully and, if necessary, remix or revise them to fit your specific course needs. It’s not just about finding a resource but finding one of good quality and ensuring it works for your teaching style and learning objectives.  

• Share the link to the resource rather than downloading it. The source counts how many times the resource has been accessed this way, which helps track usage and support. Remember to share the resource links with your students rather than downloading the materials to ensure accurate tracking. 

• Carve out time specifically to work on OEPs. Time used to set up using more OERs translates into time saved later, as a list of OERs is likely easier to keep updated and relevant to your specific course when things change. 

Not sure if a full transition is for you? Or prefer to start small? Here are some tips.

• OER integration is flexible and scalable.
• Start small by incorporating just a few resources.
• CTLI provides a wealth of resources and consultations to help instructors.  

Taylor Burke from CTLI notes that while OERs are probably the most well-known type of OEP, they might not be the easiest or most accessible. OEPs can be a much smaller undertaking than replacing your textbook with open resources. She suggests visiting CTLIs OEP page to learn more and booking a consultation with a member of the LXD team. 

Tracy’s experience demonstrates how OERs can be a game-changer in education. By adding in a couple of OER resources or just dabbling in OEPs to completely switching from textbooks to OERs, instructors can save students money, increase engagement, and have the flexibility to tailor their courses to meet their teaching goals.  

Whether considering a full switch or just looking to supplement your existing materials, OERs offer a practical and sustainable way to improve student learning while promoting open access to education. 

For more guidance on integrating OERs into your courses, explore the Open Educational Practices page from CTLI, which offers helpful resources and consultation booking options. 

Baas, M., van der Rijst, R., Huizinga, T., van den Berg, E., & Admiraal, W. (2022). Would you use them? A qualitative study on teachers’ assessments of open educational resources in higher education. The Internet and Higher Education, 54, Article 100857. https://doi.org/10.1016/j.iheduc.2022.100857 

Bowness, S. (2017, April 4). The open educational resources movement is redefining the concept of online textbooks. University Affairs. https://universityaffairs.ca/features/open-educational-resources-movement-redefining-concept-online-textbooks/ 

Colvard, N. B., Watson, C. E., & Park, H. (2018). The impact of open educational resources on various student success metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262–276. 

SAIT. (2024). Guides: Open educational resources at SAIT: What are OERs? https://libguides.sait.ca/c.php?g=640943&p=4488788  

Swain, B. K., & Pathak, R. K. (2024). Benefits and challenges of using OER in higher education: A pragmatic review. Discovery Education, 3(1), Article 81. https://doi.org/10.1007/s44217-024-00142-6 

UNESCO. (n.d.). Open educational resources | UNESCO. http://Www.unesco.org. https://www.unesco.org/en/open-educational-resources 

Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7(4), 351-361. https://search.informit.org/doi/10.3316/informit.663878263374139