Led by John Hilton III of the Open Education Group, The Review Project provides a summary of all known empirical research on the impacts of OER adoption. The review is updated periodically with new articles as they become available.
Annand, D. & Jensen T. (2017). Incentivizing the production and use of open educational resources in higher education institutions. International Review of Research in Open and Distributed Learning, 18(4), 1-15.
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.
Fischer, L., Hilton, J., Robinson, T., & Wiley, J. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computing in Higher Education, 27(3), 159-172.
Hilton III, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Education Technology Research & Development, 64, 573-590. https://doi:10.1007/s11423-016-9434-9
Judith, K. & Bull, D. (2016). Assessing the potential for openness: A framework for examining course-level OER implementation in higher education. Education Policy Analysis Archives, 24(42), 1-15. http://dx.doi.org/10.14507/epaa.24.1931
Olivarez, J. D., Bales, S., Sare, L., & VanDuinkerken, W. (2018). Format Aside: Applying Beall's Criteria to Assess the Predatory Nature of Both OA and Non-OA Library and Information Science Journals. College & Research Libraries, 79(1), 52-67.
Salem, J. A. (2016). Open pathways to student success: Academic library partnerships for open educational resource and affordable course content creation and adoption. The Journal of Academic Librarianship, 43(1), 34-38. https://doi.org/10.1016/j.acalib.2016.10.003
Senack, E. (2014). Fixing the broken textbook market: How students respond to high textbook costs and demand alternatives. Retrieved from https://mopirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report_0_0.pdf.
Smith, B. & Lee, L. (2017). Librarians and OER: Cultivating a community of practice to be more effective advocates. Library & Information Services in Distance Learning, 11(1-2), 106-122. https://doi.org/10.1080/1533290X.2016.1226592
Sutton, S. C., & Chadwell, F. A. (2014). Open Textbooks at Oregon State University: A Case Study of New Opportunities for Academic Libraries and University Presses. Journal of Librarianship & Scholarly Communication, 2(4), 34-48. doi:10.7710/2162-3309.1174
Vázquez-Cano, E., Martin-Monje, E., & Castrillo de Larreta-Azelain, M. D. (2016). Analysis of PLE’s implementation under OER design as a productive teaching-learning strategy in higher education: A case study at Universidad Nacional de Educación a Distancia. Digital Education Review, 29, 62-85.
Watson, C. E., Domizi, D. P., & Clouser, S. A. (2017). Student and Faculty Perceptions of OpenStax in High Enrollment Courses. International Review of Research in Open and Distributed Learning, 18(5), 287-304.
Wiley, D., Williams, L., DeMarte, D., & Hilton, J. (2016). The Tidewater Z-Degree and the INTRO model for sustaining OER adoption. Education Policy Analysis Archives, 23(41). http://dx.doi.org/10.14507/epaa.v23.1828
Woodward, K. M. (2017). Building a path to college success: Advocacy, discovery and OER adoption in emerging educational models. Journal of Library & Information Services in Distance Learning, 11(1-2), 206-212. https://doi.org/10.1080/1533290X.2016.1232053