Influences on virtual pedagogical designs
AbstractThis is an analysis of the relationship between teachers’ digital design, appreciation of curricular contents and self-assessed job satisfaction. Traditionally contents and method influence student learning and consequently teacher satisfaction. The more the students learn the happier the teacher. People assume that student experiences of digitally “designed” teaching and learning influence significantly teacher satisfaction. Digital design solutions externalize the teachers’ intentions, primarily providing a social game for the students. Questionnaire results suggest that teacher satisfaction is an outcome of instruction and curriculum. But does either of the two have an added effect on the other, e.g. does curriculum reinforce the digital design or is it the other way around.
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Bibliographic InfoPaper provided by Center for Strategic Innovation Research, Blekinge Institute of Technology in its series CSIR Working Paper Series with number 2012/07.
Length: 14 pages
Date of creation: 20 Sep 2012
Date of revision:
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Postal: CSIR, School of Management, Blekinge Inst of Technology, 371 79 Karlskrona, Sweden
Phone: 0455 - 38 50 00
Fax: 0455 - 38 50 57
Web page: http://www.bth.se/csir
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digital design; curriculum; teacher satisfaction; education; cognition; instruction;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-09-30 (All new papers)
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