Acceso usuarios
Romina Cachia, Mohammed Aldaoud, Ayman M. Eldeib, Omar Hiari, Adiy Tweissi, Daniel Villar Onrubia, Katherine Wimpenny, Isidro Maya Jariego 
En este artículo mostramos cómo la adopción de recursos educativos abiertos en las universidades de Oriente Medio depende en parte de factores culturales, tales como el grado de individualismo/colectivismo y la distancia a la autoridad. Utilizando el modelo de Hofstede, describimos el caso de un proyecto Erasmus+ para el desarrollo de capacidades en Educación Superior en el que se promovieron prácticas abiertas en instituciones de educación superior en Egipto, Jordania, Líbano y Palestina. Los resultados muestran cómo el grado de internacionalización es un antecedente directo de la incorporación de prácticas educativas abiertas en el contexto universitario.
In this paper, we examine how open education is adopted in the Middle East region in the context of a European-funded project for capacity building in Higher Education. Basing our study on Hofstede’s model, we examine how culture, in particularly collectivism and power distance influence the adoption of open education. In addition, we look at the relationship between internationalisation of tertiary education and open education. Based on indepth interviews, focus group, and participatory action research with experts in the fields from Egypt, Jordan, Lebanon and Palestine, our findings suggest that beyond the technical aspect and the development of content, adoption of open education in the Middle East region is influenced by cultural aspects, which needs to be taken into consideration. As an emerging sub-culture, open education has the potential to transform and change some cultural barriers related to both power distance and collectivist cultures.
