Editorial

Abstract

Welcome to the November 2018 issue of Open Learning. This issue presents a number of interesting perspectives on subjects that are both important and current within the field of Open Distance learning. This issue explores the use of Open Educational Resources (OERs) such as open-source text books, the attainment of learning through MOOCs, online assessment and the use of language within assessment, and international perspectives on learning design.The first two papers in this edition address very similar topics and, to some extent are complementary and could be read together. The first paper is by Virginia Clinton who is from the University of North Dakota and is entitled 'Savings without sacrifice: A case report on open-source textbook adoption' (Clinton, 2018). Virginia's paper describes a large study about the acceptance of an open-source textbook within an undergraduate study. Her study is a careful one; applying the COUP framework (costs, outcomes, use, and perceptions), she compares a commercial textbook with an open-source textbook, providing us with an understanding of attitudes and some insight into how open-source textbooks may be consumed differently by their readers. The second paper is by Caroline Kinskey, Hunter King and Carrie Lewis Miller who are all from Minnesota State University. Kinskey et. al's (2018) paper has the title 'Analysis of Open Educational Resources in Minnesota State Colleges and Universities'. This paper adopts a broader view of OERs and aims to explore the attitudes that students have towards different types of learning materials, which can include open-source text books. As with Clinton's paper, a survey is used and cost is a factor that is highlighted, but other reasons for the resource choice are emphasised.OERs and open-source textbooks are, of course, important themes within Open Learning. These themes are closely linked with another theme, MOOCs, which is explored