ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH
Chapter 1: Introduction
Chapter 2: Meta-synthesis
Chapter 3: OER use in the Global South: A baseline survey of higher education instructors	Chapter	Access the data
SOUTH AMERICA
Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay Authors: Amalia Toledo           Peer reviewers: Carolina Rossini, Carolina Botero & Werner Westermann	Chapter
Chapter 5: Collaborative co-creation of OER by teachers and teacher educators in Colombia		Access the data
Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study		Access the data
SUB-SAHARAN AFRICA
Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know	Chapter
Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change	Chapter
Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities	Chapter	Access the data
Chapter 10: OER in and as MOOCs		Access the data
SOUTH AND SOUTHEAST ASIA
Chapter 11: Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector	Chapter
Chapter 12: HIgher education faculty attitude, motivation and perception of quality and barriers to OER in India	Chapter	Access the data
Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka
Chapter 14: Teacher professional learning communities: A participatory OER creation and adaptation approach in Karnataka, India
Chapter 15: An early-stage impact study of localised OER in Afghanistan	Chapter	Access the data
Chapter 16: Conclusion and recommendations

ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH
Chapter 1: Introduction Authors
Chapter 2: Meta-synthesis
Chapter 3: OER use in the Global South: A baseline survey of higher education instructors	Chapter	Access the data
SOUTH AMERICA
Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay	Chapter
Chapter 5: Collaborative co-creation of OER by teachers and teacher educators in Colombia		Access the data
Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study		Access the data
SUB-SAHARAN AFRICA
Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know	Chapter
Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change	Chapter
Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities	Chapter	Access the data
Chapter 10: OER in and as MOOCs		Access the data
SOUTH AND SOUTHEAST ASIA
Chapter 11: Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector	Chapter
Chapter 12: HIgher education faculty attitude, motivation and perception of quality and barriers to OER in India	Chapter	Access the data
Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka
Chapter 14: Teacher professional learning communities: A participatory OER creation and adaptation approach in Karnataka, India
Chapter 15: An early-stage impact study of localised OER in Afghanistan	Chapter	Access the data
Chapter 16: Conclusion and recommendations