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Influences on virtual pedagogical designs
Blekinge Institute of Technology, School of Management.
2012 (English)Conference paper (Refereed)
Abstract [en]

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
Lisboa, 2012.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:bth-7020Local ID: oai:bth.se:forskinfoBB441B10C78A75D2C1257ACC005393B5OAI: oai:DiVA.org:bth-7020DiVA: diva2:834592
Conference
IADIS E-learning 2012
Available from: 2013-02-05 Created: 2012-12-06 Last updated: 2017-03-16Bibliographically approved

Open Access in DiVA

fulltext(438 kB)49 downloads
File information
File name FULLTEXT01.pdfFile size 438 kBChecksum SHA-512
9c3eee9a519ac100cfff3211d08946c82d89bb16cf36a2b80fb84ec8e68079d1f58787f0b864b640c5b07080e757f58c1853f898edb109264ac36a04f40f4340
Type fulltextMimetype application/pdf

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Hansson, Thomas
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf