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As open educational resources (OER) have become increasingly popular in higher education in the United States, OER advocates continue to encourage faculty to consider switching to open textbooks in their classes. However, many faculty are reluctant to move to OER. This study is a critical review of the research literature which examines the reasons why faculty are less likely to adopt OER in their classes. Specifically, this study explores the literature on faculty barriers to use of open textbooks and other OER materials and identifies intrinsic and extrinsic challenges that may inhibit faculty work with OER. The study concludes with potential strategies that OER advocates and academic leaders may use to address these challenges.
Sarah LeMire (Fri,) studied this question.