I think the authors reach the right conclusion when they assert "improvement in access does not imply improvement in learning achievement: a holistic design is needed" though of course the right word here is 'entail', not 'imply' (which means something completely different). They write, "Scoring improvements in learning achievement also depends on how students engage with OER and the effective implementation of OEP accordingly." This would be easier if the OERs in question weren't just textbooks, as are the majority of those considered. Once again, we see that there are many confounding factors implicated in educational outcomes, making it difficult to attribute them to any single cause. Via Tel Amiel.
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