Open educational resources: undertheorized research and untapped potential.

This paper is in response to the manuscript entitled "Open educational resources and college textbook choices: a review of research on efficacy and perceptions" (Hilton in Educ Technol Res Dev 64(4): 573-590, 2016) from a theoretical perspective. The response describes the way many of the papers reviewed by Hilton were undertheorized, limiting their potential for impact. A brief summary of more recent research shows one current direction toward stronger theorization of OER research.

Preface: Reflections on the waves of emerging learning technologies.

There have been many waves of emerging learning technologies over the past few decades. Some of these waves are extended, some waves are connected, and other waves are repeated. The authors discuss the special journal issue from the standpoint of their personal involvement in many such waves during their careers.

A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students.

In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students.

Learning disabilities and performance on the Pennsylvania System of School Assessment.

The No Child Left Behind Act mandates all students in schools receiving Title I funds show proficiency in reading by 2014. This stricture applies to students with diagnosed learning disabilities as well as to students without learning disabilities. Multiple regression analyses on data for seniors attending a Grade 9-12 predominately white, comprehensive vocational-technical school indicated that, when absenteeism, socioeconomic status, and sex were held constant, the 26 students with diagnosed learning disabilities scored 246.