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CC(oe)RStudent Co-Creation of Open Educational Resources
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Research Problem
There has been significant transformation in access to teaching and learning opportunities since the start of the COVID-19 pandemic in early 2020. Many of these changes have centered on the use of a range of digital technologies to facilitate interaction, knowledge and skills creation, and knowledge sharing. Power and Kay (2023) and Power et al. (2024) demonstrated how higher education faculty at two Canadian universities leveraged digital tools to transform their teaching and learning practices, particularly with respect to fostering engaging, collaborative, and democratic learning communities within their courses. Power (2024b) presented one such transformational approach, wherein graduate-level Education students collaborated on the co-creation of Open Educational Resources (OER). In lieu of preparing traditional course research paper assignments, the approach saw students create interactive chapters for Open Access (OA) eBooks leveraging the Pressbooks (2025) platform. Power (2024b) highlighted the pedagogical rationale for the approach, which aimed to increase student engagement, increase collaboration, improve academic writing performances, and promote the principles of Universal Design for Learning (UDL) (CAST, 2022a, b). While previous research has highlighted the practical benefits of OER adoption, there have been mixed results regarding impacts on learning achievement. This is due, in part, to limited exploration of the nature of the pedagogical practices employed alongside OER adoption (Tlili et al., 2025). This research examined the approach described by Power (2024b), and the benefits perceived by students to their participation in the open educational practice (OEP) of the co-creation of portions of the OER used within their graduate-level course.
This research focused on the impacts of collaboration on the co-creation of an Open Educational Resource on students’ experiences of community creation within a higher education course, and their perceptions of the impacts on their academic writing experiences and skills. This research explored the perceptions of students who used the instructor-created “core readings” sections of the open access eBook The ALT Text: Accessible Learning with Technology (Power, 2024a), and who collaborated on the production and publication of the “Summer 2024 Critical Analyses” section of that eBook. The research investigated students’ perceptions of the value of using OER resources, such as The ALT Text, as part of their academic studies. It also investigated students’ perceptions of whether participating in the co-creation of sections of that OER achieved the intentions discussed by Power (2024b). Specifically, did their participation in the creation of an open textbook increase their engagement and satisfaction with the academic writing process? Did it promote the UDL principles of providing for multiple means of engagement, representation, and action and expression? And, did it leverage social, teacher, and cognitive presences to promote the establishment of a Community of Inquiry (CoI) (Athabasca University, n.d.; Garrison et al., 2000) or a Fully-Online Learning Community (FOLC) (Blayone et al., 2017; Webb et al., 2019)? The foundations of this research are highlighted in the Conceptual Framework presented in Figure 1.
Conceptual Framework
Research Questions
- Does collaboration on the creation of an open textbook impact student engagement with the academic writing process?
- Does collaboration on the creation of an open textbook impact student satisfaction in higher education courses, and with the academic writing process?
- Does collaboration on the creation of an open textbook promote UDL principles within higher education courses?
- Does collaboration on the creation of an open textbook promote collaboration between students, social and cognitive presences, and the establishment of Communities of Inquiry (CoI) and Fully-Online Learning Communities (FOLC)?
Significance of the Research
This research examined the efficacy of the co-creation of open educational resources by students. It explored questions related to students’ perceptions of the impacts of the OER creation process on their engagement and satisfaction with the academic writing process, their sense of engagement within academic learning communities, and the benefits of the incorporation of UDL principles on their academic experiences and success. The findings of this research will be beneficial to educators and instructional designers who seek to incorporate pedagogically-sound forms of alternative learning activities and assessments into the designs of their higher education courses.
Key Takeaways
Participants expressed high levels of enthusiasm for benefits they experienced from using OERs in their course, including cost savings, accessibility of the resources, the pedagogical affordances, the relevance of the content, and the variety and interactivity of the media incorporated.
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Participants also expressed high levels of enthusiasm for the benefits they experienced from creating OERs themselves, includiing the authenticity of the audience, the integration of UDL principles, and increased owership and engagement with their learning. But, they expressed mixed feelings about how much the activities helped to promote learning communities within their class.
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Results and Publications
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Conference Presentations
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Research Papers
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Power, R. & Kay, R. (2025). Student Co-Creation of Open Educational Resources. Presentation at the 2025 CNIE|RCIE Annual Conference, 02 June 2025, George Brown College, Toronto, Canada.
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Power, R. & Kay, R. (forthcoming). Examining Student Co-Creation of Open Educational Resources: A Case Study
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Conclusions and Recommendations
Exceprt from Conclusions |
Recommendations |
Research Team
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Dr. Rob Power
Assistant Professor, Education, Cape Breton University, Canada Dr. Rob Power is currently an Assistant Professor of Education at Cape Breton University. He has an extensive background in educational technology integration and instructional design for online and blended learning in K12, post-secondary, and workplace training contexts. Dr. Power has worked as an instructional design consultant and as the Leader of the Online Learning team with the Fraser Health Authority in British Columbia, Canada. He has also served in leadership roles with the International Association for Mobile Learning (IAmLearn) and the Canadian Network for Innovation in Education (CNIE). Dr. Power is also a founding member of the Pedagogy, Education and Technology Lab (PETL) and the International Research Network for Innovative Sustainable and Seamless Learning (IRN-ISSE), and president of Power Learning Solutions.
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Robin Kay, PhD
Full Professor, Mitch and Leslie Fraser Faculty of Education, Ontario Tech University, Canada Dr. Robin Kay is currently a Full Professor, and has served as the Interim Dean with the Mitch and Leslie Fraser Faculty of Education at Ontario Tech University in Oshawa, Canada. Dr. Kay received his MA in Computer Applications in Education at the University of Toronto and his PhD in Cognitive Science (Educational Psychology) at the University of Toronto. He has published over 160 articles, chapters and conference papers in the area of technology in education and has taught in the field of computer science, mathematics, and educational technology for over 25 years at the high school, college, undergraduate and graduate levels. Dr. Kay is also a founding member of the Pedagogy, Education and Technology Lab (PETL).
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References
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Ackerman, D., & Gross, B. (2010). Instructor Feedback: How Much Do Students Really Want? Journal of Marketing Education, 32(2), 172-181. https://doi.org/10.1177/027347530936015
Athabasca University (n.d.). CoI Framework. https://coi.athabascau.ca/coi-model/
Bates, T. (2015, June 8). The cost of developing an open textbook: $80,000 – $130,000. Contact North. https://www.tonybates.ca/2015/06/08/the-cost-of-developing-an-open-textbook-80000-130000/
BCcampus (n.d.). What are Open Educational Resources? https://open.bccampus.ca/what-is-open-education/what-are-open-educational-resources/
Blayone, T., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(1), 13. https://doi.org/10.1186/s41239-017-0051-4
Brokhart, S., & Oakley, A. (2022, April 1). Gathering Feedback from Student Work. ASCD. https://ascd.org/el/articles/gathering-feedback-from-student-work
Canadian Association of Resource Libraries (2020, November 12). Equitable, Affordable Access to Digital Course Materials for University Students: Issues and Solutions. https://www.carl-abrc.ca/news/equitable-affordable-access-to-digital-course-materials-for-university-students-issues-and-solutions/
CAST (2022a). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl
CAST (2022b). UDL Guidelines. https://udlguidelines.cast.org/
Cho, K., & Permzadian, V. (2024). The impact of open educational resources on student achievement: A meta-analysis. International Journal of Educational Research, 126, 2024, 102365. https://doi.org/10.1016/j.ijer.2024.102365
DeLaire, M. (2023, August 31). More than half of Canadian students over 18 use AI tools: survey. CTV News. https://www.ctvnews.ca/sci-tech/more-than-half-of-canadian-students-over-18-use-ai-tools-survey-1.6543380
Ferlisi, E. (2024). Addressing Accessibility Issues Involving Service Dogs for Mobility, Retrieval, Anxiety, and Fall Alerts in K-12 Classrooms. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/addressing-accessibility-issues-involving-service-dogs-for-mobility-retrieval-anxiety-and-fall-alerts-in-k-12-classrooms/
Foisey, L. (2024). Boosting Writing Skills in K-12 Dyslexic Students Using Read&Write. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/boosting-writing-skills-in-k12-dyslexic-students-using-read-and-write/
Foltynek, T., Bjelobaba, S., Glendinning, I., Reza Khan, Z., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Educational Integrity, 19, 12 (2023). https://doi.org/10.1007/s40979-023-00133-4
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf
Grant, K. (2024). Making Digital Math Accessible: Challenges and Solutions. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/making-digital-math-accessible-challenges-and-solutions/
Grewe, K., & Davis, W.P. (2017). The Impact of Enrollment in an OER Course on Student Learning Outcomes. International Review of Research in Open and Distributed Learning, 18(4), 231-238. https://www.irrodl.org/index.php/irrodl/article/view/2986/4209
Jurkowski, S. (2018). Do question prompts support students in working with peer feedback? International Journal of Educational Research, 92, 2018. https://doi.org/10.1016/j.ijer.2018.07.003
Kafashan, S. (2025, March 25). Supporting Privacy Rights of People with Disabilities. Conestoga Teaching and Learning. https://tlconestoga.ca/supporting-privacy-rights-of-people-with-disabilities/
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. [Web page]. https://www.kritik.io/
Lang, J. (2013). Cheating Lessons: Learning from Academic Dishonesty. Harvard University Press.
Lemanis, D. (2024). Implementing Universal Design for Learning in Workplace Learning. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/implementing-universal-design-for-learning-in-workplace-learning/
Lerchenfeldt, S., Kamel-ElSayed, S., Patino, G., Loftus, S., & Thomas, D. M. (2023). A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning. Medical science educator, 33(4), 893–902. https://doi.org/10.1007/s40670-023-01813-z
LinkedIn Corporation (2025). LinkedIn. https://www.linkedin.com/
Mareno, R. & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving Instructional Design principles from Cognitive Theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2). http://imej.wfu.edu/articles/2000/2/05/index.asp
McGill University (2025). Commercial Textbooks Challenges. https://www.mcgill.ca/library/about/collections/commercial-textbooks-challenges
Messier, N. (2022, April 15). Authentic Assessments. Center for the Advancement of Teaching Excellence | University of Illinois Chicago. https://teaching.uic.edu/cate-teaching-guides/assessment-grading-practices/authentic-assessments/
MIT Teaching + Learning Lab (n.d.). How to Give Feedback. https://tll.mit.edu/teaching-resources/assess-learning/how-to-give-feedback/
Nichol, C. (2024). Evaluating Course Accessibility In Post-Secondary. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/evaluating-course-accessibility-in-post-secondary/
OER Commons (2025). Student Privacy Policy and Virtual Learning Resources. https://oercommons.org/courseware/lesson/64965/overview
Ontario Human Rights Commission (2012). Annual Report 2011-2012 - Human rights: the next generation / Guidelines on accessible education. https://www3.ohrc.on.ca/en/guidelines-accessible-education/confidentiality-and-disclosure-information
Power, R. (2023a). Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers. Power Learning Solutions. https://pressbooks.pub/everydayid/
Power, R. (2023b). Introduction. In Technology and the Curriculum: Summer 2023. Power Learning Solutions. https://pressbooks.pub/techcurr2023/front-matter/introduction/
Power, R. (Ed.). (2024a). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. ISBN 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024b, November 6). Collaboration and Co-Creation to Transform Access to Learning. Invited Keynote presentation at the eCampus Ontario Technology + Education Seminar + Showcase 2024, 5-6 November 2024, Toronto, ON, Canada.
Power, R. & Kay, R. (2023). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. Journal of Educational Informatics, 4(1), 49-72. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/191
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2). https://www.ijede.ca/index.php/jde/article/view/1255/1899
Pressbooks (2025). https://pressbooks.org/
Quinette, P., Guillery, B., Desgranges, B., de la Sayette, V., Viader, F., & Eustache, F. (2003). Working memory and executive functions in transient global amnesia. Brain 126(9), 1917-1934. https://doi.org/10.1093/brain/awg201
Richards, J. (2025). Commercial vs Teacher-Made Materials. Professor Jack C. Richards. https://www.professorjackrichards.com/commercial-vs-teacher-made-materials/
Shwetz, K., & Assif, M. (2023, February 28). Teaching Peer Feedback: How We Can Do Better. Inside Higher Education. https://www.insidehighered.com/advice/2023/03/01/student-peer-review-feedback-requires-guidance-and-structure-opinion
Sokhanva, Z., Salehi, K., & Sokhanva, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, September 2021, 101030. https://www.sciencedirect.com/science/article/pii/S0191491X21000560 v
Timm, K. (2024). DRASTIC: Digital Repository of Autistic Sensory Truths, Insights and other Contributions. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/drastic-digital-repository-of-autistic-sensory-truths-insights-and-other-contributions/
Tlili, A., Zhang, X., Lambpropoulos, G., Salha, S., Garzon, J., Bozkurt, A., Huang, R., & Burgos, D. (2025). Uncovering the black box effect of Open Educational Resources (OER) and practices (OEP): a meta-analysis and meta-synthesis from the perspective of activity theory. Humanities and Social Science Communications, 12, 504 (2025). https://doi.org/10.1057/s41599-025-04644-y
UNESCO (n.d.). Open Educational Resources. https://www.unesco.org/en/open-educational-resources
University of Regina (2025). Pros and Cons of Using OERs for Instruction. Centre for Teaching and Learning. https://ctl.uregina.ca/pros-and-cons-of-oer
W3C (2022). Web Content Accessibility Guidelines (WCAG). [Web page]. https://www.w3.org/WAI/standards-guidelines/wcag/
Webb, S., van Oostveen, R., Barber, W., Percival, J. & Childs, E. (2019). Co-creation of the digital space: Examining the use of web-based tools in Fully Online Learning Community (FOLC) environments. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1237-1242). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/210135/
Welding, L. (2024, June 11). Average Cost of College Textbooks: Full Statistics. Best Colleges. https://www.bestcolleges.com/research/average-cost-of-college-textbooks-statistics/
Witkowski, B. (2024). Audio Computers – The Way Forward. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/audio-computers-the-way-forward/
Zheng, R. Z. (2009). Cognitive effects of multimedia learning. Information Science Reference. http://www.sci.sdsu.edu/CRMSE/personal_pages/sreed/Manipulating_Materials.pdf
Ackerman, D., & Gross, B. (2010). Instructor Feedback: How Much Do Students Really Want? Journal of Marketing Education, 32(2), 172-181. https://doi.org/10.1177/027347530936015
Athabasca University (n.d.). CoI Framework. https://coi.athabascau.ca/coi-model/
Bates, T. (2015, June 8). The cost of developing an open textbook: $80,000 – $130,000. Contact North. https://www.tonybates.ca/2015/06/08/the-cost-of-developing-an-open-textbook-80000-130000/
BCcampus (n.d.). What are Open Educational Resources? https://open.bccampus.ca/what-is-open-education/what-are-open-educational-resources/
Blayone, T., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(1), 13. https://doi.org/10.1186/s41239-017-0051-4
Brokhart, S., & Oakley, A. (2022, April 1). Gathering Feedback from Student Work. ASCD. https://ascd.org/el/articles/gathering-feedback-from-student-work
Canadian Association of Resource Libraries (2020, November 12). Equitable, Affordable Access to Digital Course Materials for University Students: Issues and Solutions. https://www.carl-abrc.ca/news/equitable-affordable-access-to-digital-course-materials-for-university-students-issues-and-solutions/
CAST (2022a). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl
CAST (2022b). UDL Guidelines. https://udlguidelines.cast.org/
Cho, K., & Permzadian, V. (2024). The impact of open educational resources on student achievement: A meta-analysis. International Journal of Educational Research, 126, 2024, 102365. https://doi.org/10.1016/j.ijer.2024.102365
DeLaire, M. (2023, August 31). More than half of Canadian students over 18 use AI tools: survey. CTV News. https://www.ctvnews.ca/sci-tech/more-than-half-of-canadian-students-over-18-use-ai-tools-survey-1.6543380
Ferlisi, E. (2024). Addressing Accessibility Issues Involving Service Dogs for Mobility, Retrieval, Anxiety, and Fall Alerts in K-12 Classrooms. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/addressing-accessibility-issues-involving-service-dogs-for-mobility-retrieval-anxiety-and-fall-alerts-in-k-12-classrooms/
Foisey, L. (2024). Boosting Writing Skills in K-12 Dyslexic Students Using Read&Write. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/boosting-writing-skills-in-k12-dyslexic-students-using-read-and-write/
Foltynek, T., Bjelobaba, S., Glendinning, I., Reza Khan, Z., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Educational Integrity, 19, 12 (2023). https://doi.org/10.1007/s40979-023-00133-4
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf
Grant, K. (2024). Making Digital Math Accessible: Challenges and Solutions. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/making-digital-math-accessible-challenges-and-solutions/
Grewe, K., & Davis, W.P. (2017). The Impact of Enrollment in an OER Course on Student Learning Outcomes. International Review of Research in Open and Distributed Learning, 18(4), 231-238. https://www.irrodl.org/index.php/irrodl/article/view/2986/4209
Jurkowski, S. (2018). Do question prompts support students in working with peer feedback? International Journal of Educational Research, 92, 2018. https://doi.org/10.1016/j.ijer.2018.07.003
Kafashan, S. (2025, March 25). Supporting Privacy Rights of People with Disabilities. Conestoga Teaching and Learning. https://tlconestoga.ca/supporting-privacy-rights-of-people-with-disabilities/
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. [Web page]. https://www.kritik.io/
Lang, J. (2013). Cheating Lessons: Learning from Academic Dishonesty. Harvard University Press.
Lemanis, D. (2024). Implementing Universal Design for Learning in Workplace Learning. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/implementing-universal-design-for-learning-in-workplace-learning/
Lerchenfeldt, S., Kamel-ElSayed, S., Patino, G., Loftus, S., & Thomas, D. M. (2023). A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning. Medical science educator, 33(4), 893–902. https://doi.org/10.1007/s40670-023-01813-z
LinkedIn Corporation (2025). LinkedIn. https://www.linkedin.com/
Mareno, R. & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving Instructional Design principles from Cognitive Theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2). http://imej.wfu.edu/articles/2000/2/05/index.asp
McGill University (2025). Commercial Textbooks Challenges. https://www.mcgill.ca/library/about/collections/commercial-textbooks-challenges
Messier, N. (2022, April 15). Authentic Assessments. Center for the Advancement of Teaching Excellence | University of Illinois Chicago. https://teaching.uic.edu/cate-teaching-guides/assessment-grading-practices/authentic-assessments/
MIT Teaching + Learning Lab (n.d.). How to Give Feedback. https://tll.mit.edu/teaching-resources/assess-learning/how-to-give-feedback/
Nichol, C. (2024). Evaluating Course Accessibility In Post-Secondary. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/evaluating-course-accessibility-in-post-secondary/
OER Commons (2025). Student Privacy Policy and Virtual Learning Resources. https://oercommons.org/courseware/lesson/64965/overview
Ontario Human Rights Commission (2012). Annual Report 2011-2012 - Human rights: the next generation / Guidelines on accessible education. https://www3.ohrc.on.ca/en/guidelines-accessible-education/confidentiality-and-disclosure-information
Power, R. (2023a). Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers. Power Learning Solutions. https://pressbooks.pub/everydayid/
Power, R. (2023b). Introduction. In Technology and the Curriculum: Summer 2023. Power Learning Solutions. https://pressbooks.pub/techcurr2023/front-matter/introduction/
Power, R. (Ed.). (2024a). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. ISBN 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024b, November 6). Collaboration and Co-Creation to Transform Access to Learning. Invited Keynote presentation at the eCampus Ontario Technology + Education Seminar + Showcase 2024, 5-6 November 2024, Toronto, ON, Canada.
Power, R. & Kay, R. (2023). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. Journal of Educational Informatics, 4(1), 49-72. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/191
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2). https://www.ijede.ca/index.php/jde/article/view/1255/1899
Pressbooks (2025). https://pressbooks.org/
Quinette, P., Guillery, B., Desgranges, B., de la Sayette, V., Viader, F., & Eustache, F. (2003). Working memory and executive functions in transient global amnesia. Brain 126(9), 1917-1934. https://doi.org/10.1093/brain/awg201
Richards, J. (2025). Commercial vs Teacher-Made Materials. Professor Jack C. Richards. https://www.professorjackrichards.com/commercial-vs-teacher-made-materials/
Shwetz, K., & Assif, M. (2023, February 28). Teaching Peer Feedback: How We Can Do Better. Inside Higher Education. https://www.insidehighered.com/advice/2023/03/01/student-peer-review-feedback-requires-guidance-and-structure-opinion
Sokhanva, Z., Salehi, K., & Sokhanva, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, September 2021, 101030. https://www.sciencedirect.com/science/article/pii/S0191491X21000560 v
Timm, K. (2024). DRASTIC: Digital Repository of Autistic Sensory Truths, Insights and other Contributions. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/drastic-digital-repository-of-autistic-sensory-truths-insights-and-other-contributions/
Tlili, A., Zhang, X., Lambpropoulos, G., Salha, S., Garzon, J., Bozkurt, A., Huang, R., & Burgos, D. (2025). Uncovering the black box effect of Open Educational Resources (OER) and practices (OEP): a meta-analysis and meta-synthesis from the perspective of activity theory. Humanities and Social Science Communications, 12, 504 (2025). https://doi.org/10.1057/s41599-025-04644-y
UNESCO (n.d.). Open Educational Resources. https://www.unesco.org/en/open-educational-resources
University of Regina (2025). Pros and Cons of Using OERs for Instruction. Centre for Teaching and Learning. https://ctl.uregina.ca/pros-and-cons-of-oer
W3C (2022). Web Content Accessibility Guidelines (WCAG). [Web page]. https://www.w3.org/WAI/standards-guidelines/wcag/
Webb, S., van Oostveen, R., Barber, W., Percival, J. & Childs, E. (2019). Co-creation of the digital space: Examining the use of web-based tools in Fully Online Learning Community (FOLC) environments. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1237-1242). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/210135/
Welding, L. (2024, June 11). Average Cost of College Textbooks: Full Statistics. Best Colleges. https://www.bestcolleges.com/research/average-cost-of-college-textbooks-statistics/
Witkowski, B. (2024). Audio Computers – The Way Forward. In R. Power (Ed.), The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/audio-computers-the-way-forward/
Zheng, R. Z. (2009). Cognitive effects of multimedia learning. Information Science Reference. http://www.sci.sdsu.edu/CRMSE/personal_pages/sreed/Manipulating_Materials.pdf