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Influences on virtual pedagogical designs

Listed author(s):
  • Hansson, Thomas


    (CSIR, Blekinge Inst of Technology)

  • Pesämaa, Ossi


    (CSIR, Blekinge Inst of Technology)

This 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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Paper provided by Department of Industrial Economics, Blekinge Institute of Technology in its series Working Papers with number 2012/07.

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Length: 14 pages
Date of creation: 20 Sep 2012
Handle: RePEc:hhs:bthcsi:2012-007
Contact details of provider: Postal:
Department of Industrial Economics, Blekinge Inst of Technology, 371 79 Karlskrona, Sweden

Phone: 0455 - 38 50 00
Fax: 0455 - 38 50 57
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