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cultural differences in school settings from two levels: the broader cultural environment and the

specific school organisational culture features. The measurement of cultural dimensions can be

extended including other factors next to the Hofstede cultural dimensions. Second, students and

teachers may perceive their cultural and school environment differently. Future research should

distinguish the perceptions of teachers, students and other actors. Third, the dimensions ofcultural and school environment as applied in this study were distinguishing factors among

different schools. The instrument can be applied in future research measuring cultural and school

culture features. Fourth, some cultural and school features were identified as significant predic-

tors for the implementation of CSCL. The most commonly used dimensions such power distance

and individualism were not the most significant predictors for the implementation of CSCL in

schools. Based on the findings of this research, it is recommended that school leaders should pay

special attention to nurture an open and collaborative culture among school members. In addi-

tion, leadership with clear goals, rules and regulations are also important. When innovation

attempts are encouraged within an organisation, more members would be willing to get engaged

and adopt innovative teaching and learning strategies such as computer-supported collaborativelearning.

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