Influences on virtual pedagogical designs
2012 (English)Conference paper (Refereed)
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.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:bth-7020Local ID: oai:bth.se:forskinfoBB441B10C78A75D2C1257ACC005393B5OAI: oai:DiVA.org:bth-7020DiVA: diva2:834592
IADIS E-learning 2012