Table 1
Definitions of each dimension in Hofstede’s six cultural dimensions (https://geert-hofstede.com/national-culture.html).
| Dimension | Definition |
|---|---|
| Power Distance (PDI) | “…expresses the degree to which the less powerful members of a society accept and expect that power is distributed unequally. The fundamental issue here is how a society handles inequalities among people.” |
| Uncertainty Avoidance (UA) | “…expresses the degree to which the members of a society feel uncomfortable with uncertainty and ambiguity. The fundamental issue here is how a society deals with the fact that the future can never be known: should we try to control the future or just let it happen?” |
| Individualism vs. Collectivism (IDV) | “Individualism can be defined as a preference for a loosely-knit social framework in which individuals are expected to take care of only themselves and their immediate families. Its opposite, collectivism, represents a preference for a tightly-knit framework in society in which individuals can expect their relatives or members of a particular in-group to look after them in exchange for unquestioning loyalty.” |
| Masculinity vs. Femininity (MAS) | “The masculinity side of this dimension represents a preference in society for achievement, heroism, assertiveness and material rewards for success. Society at large is more competitive. Its opposite, femininity, stands for a preference for cooperation, modesty, caring for the weak and quality of life. Society at large is more consensus-oriented.” |
| Long-term Orientation vs. Short-term Orientation (Ltowvs) | “Societies who score low on this dimension, for example, prefer to maintain time honored traditions and norms while viewing societal change with suspicion. Those with a culture which scores high, on the other hand, take a more pragmatic approach: they encourage thrift and efforts in modern education as a way to prepare for the future.” |
| Indulgence vs. Restraint (IVR) | “Indulgence stands for a society that allows relatively free gratification of basic and natural human drives related to enjoying life and having fun. Restraint stands for a society that suppresses gratification of needs and regulates it by means of strict social norms.” |
Table 2
Coding scheme for the question about teachers’ barriers in using OER, referring to Hew & Brush (2007).
| Barriers | Statements |
|---|---|
| First-order barriers | 7. Getting work colleagues/managers to accept the use of open educational resources 10. Not having enough time to look for suitable resources 11. Not having connections with open educational resource-using peers who could be a source of support 12. Missing/needing the support of a tutor or teacher to help me work through open course materials 14. Not having enough time/opportunities to experiment with using open educational resources in the classroom 15. Lacking institutional support for my use of open educational resources 16. Resources not being aligned with professional standards or regulation |
| Second-order barriers | 1. Overcoming technology problems when downloading resources 2. Knowing where to find resources 3. Finding suitable resources in my subject area 4. Finding resources of sufficiently high quality 5. Finding resources that are up-to-date 6. Finding resources that are relevant to my local context 8. Not being skilled enough to edit resources to suit my own context 9. Not knowing whether I have permission to use, change or modify resources 13. Not knowing how to use the resources in the classroom |
Table 3
Description of each index used to assess national demographic data.
| Index(es) | Definition(s) | Source(s) |
|---|---|---|
| Human Development Index (HDI) | “a summary measure of average achievement in key dimensions of human development: a long and healthy life, being knowledgeable and having a decent standard of living. The HDI is the geometric mean of normalized indices for each of the three dimensions.” | UNDP |
| Gender Development Index (GDI) | “The GDI measures gender gaps in human development achievements by accounting for disparities between women and men in three basic dimensions of human development—health, knowledge and living standards using the same component indicators as in the HDI.” | UNDP |
| % of population with access to the Internet (Internetuser) | It describes the percentage of people accessing the Internet using any devices (e.g., laptop, tablet, cellphone) within the gross population in a country. | Wikipedia |
Table 4
Logistic regression analysis under stepwise procedure for “I have adapted OER to fit my needs.”
| Variables | Estimate | Std. Error | z value | p | Odds Ratio |
|---|---|---|---|---|---|
| Intercept | 6.58 | 14.13 | .47 | .64 | |
| PDI | –.06 | .03 | –1.74 | .08 | .94 |
| IDV | .03 | .02 | 1.19 | .23 | 1.03 |
| MAS | –.01 | .03 | –.48 | .63 | .99 |
| UA | .05 | .03 | 1.84 | .07 | 1.05 |
| IVR | –.06 | .05 | –1.43 | .15 | .94 |
| Internetuser | –.03 | .05 | –.72 | .47 | .97 |
| GDI | .93 | 16.68 | .06 | .96 | 2.53 |
[i] Note: PDI = Power Distance, IDV = Individualism vs. Collectivism, MAS = Masculinity vs. Femininity, UA = Uncertainty Avoidance, IVR = Indulgence vs. Restraint, Internetuser = The percentage of the population with access to the Internet, GDI = Gender Development Index.
Figure 1
Logistic regression analysis on PDI under stepwise procedure for “I adapted OER to fit my needs” using PDI as an example.
Table 5
Logistic regression analysis under stepwise procedure for first-order barrier.
| Variables | Estimate | Std. Error | z value | p | Odds Ratio |
|---|---|---|---|---|---|
| Intercept | –6.96 | 2.55 | –2.73 | .006 | |
| IDV | .02 | .007 | 2.87 | .004 | 1.02 |
| HDI | 10.55 | 4.59 | 2.30 | .02 | 38177.44 |
| Internetuser | –.05 | .02 | –2.35 | .02 | .95 |
[i] Note: IDV = Individualism vs. Collectivism, HDI = Human Development Index, Internetuser = The percentage of the population with access to the Internet.
Figure 2
Logistic regression analysis under stepwise procedure for the first-order barrier using HDI as an example.
Table 6
Logistic regression analysis under stepwise procedure for second-order barrier.
| Variables | Estimate | Std. Error | z value | p | Odds Ratio |
|---|---|---|---|---|---|
| Intercept | –3.46 | 2.41 | –1.43 | .15 | |
| IDV | .01 | .01 | 2.12 | .03 | 1.01 |
| MAS | –.02 | .01 | –1.60 | .11 | .98 |
| HDI | 6.51 | 4.31 | 1.51 | .13 | 671.8264 |
| Internetuser | –.03 | .02 | –1.28 | .20 | .97 |
[i] Note: IDV = Individualism vs. Collectivism, MAS = Masculinity vs. Femininity, HDI = Human Development Index, Internetuser = The percentage of the population with access to the Internet.
Figure 3
Logistic regression analysis under stepwise procedure for the second-order barrier using Individualism vs. Collectivism (IDV) as an example.