Abstract
Learning science is inseparable from laboratory-based procedural exposition and analytical inquiries. Instruction on lab instrumentations is often limited by availability and cost, also requiring multiple textbooks with static text and images. Access to open educational resources (OER) textbooks offers a remedy. Here, design-based research provides details of the design, construction, and application of two interactive OER textbooks and a Creative Commons–license YouTube channel, integrated with guided inquiry learning and self-paced assessment. Evaluation and reflection results indicate increase of undergraduate student confidence in science courses and research. Implications on active learning strategy integration in OER development through blended learning are discussed.