Examining the accuracy of an unmediated OER course marking system
Sarah LeMire · College & Undergraduate Libraries · 2024
As the open educational resources (OER) textbook movement continues to grow in the United States, librarians and other campus advocates are working to help students reduce course costs by identifying courses using free OER textbooks in lieu of commercial textbooks. The systems used for marking which courses are using OER are variable in their design and not always consistent in how they mark materials. This study investigates one OER course marking system at a public university in Texas. Specifically, it examines courses marked as using only OER to determine how accurately the course marker reflects the materials assigned on course syllabi. Study findings reveal that there are substantial discrepancies between the course marking designation and the actual materials used. This finding has implications for students relying on course marking systems to make registration decisions. It also has implications for librarians and administrators assessing the impact of campus textbook affordability efforts.