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 students. There is ample evidence for the belief that OERs improve learning, but this is not the same as actual improvement. If we look for improvement in student satisfaction or performance, there is sometimes a divide between the beliefs of educators and students. For example, 63% of educators agreed that using the OU’s OpenLearn resources improves student satisfaction, an opinion shared by 85% of K–12 teachers engaged in ‘flipped learning’ (a teaching approach where learners engage with online resources at home and use class time for interactivity De Los Arcos 2014). However, just 47% of students indicated that using OpenLearn increased their satisfaction with the learning experience (Perryman, Law and Law 2013).

With regards to performance, 44% of educators agreed that using OpenLearn led to improved student grades, and 63% of K–12 teachers agreed that using free online resources in the flipped classroom contributes to higher test scores.

Stronger evidence can be found when comparison points exist, particularly in relation to the adoption of t­ext-​­free open resources: the Math Department in Byron High School reported a jump from 29.9 % in 2006 to 73.8% in 2011 in Math mastery, and from an average composite score of 21.2 (on a scale of 36) in 2006 to 24.5 in 2011 in ACT scores (Fulton, 2012). Wiley et al. (2012), however, found that the adoption of open textbooks in substitution for traditional textbooks by twenty middle and high school science teachers (and 3,900 students) over two years did not correlate with a change in student scores (either an increase or fall).

This overview of OERs demonstrates that from the initial steps with learning objects, the open approach to education is beginning to establish itself. The availability and uptake of OERs is now entering the mainstream in education, although evidence of impact is still mixed. One format where OERs are gaining