Mario J Duran
Biographic Data
| ID | 9256948 |
|---|---|
| NAME | Mario J Duran |
| GIVEN NAMES | Mario J |
| FAMILY NAME | Duran |
| SIGNATURE | DURÁN M J |
| AFFILIATIONS | Universidad de Málaga |
| ORCID | 0000-0002-4912-7091 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses
Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure…
A Long-Life Predictive Guidance with Homogeneous Competence Promotion for University Teaching Design
Even though planning the educational action to optimize student performance is a very complex task, teachers typically face this challenging issue with no external assistance. Previous experience is, in most cases, the main driving force in curriculum design. This procedure commonly overlooks the students’ perception and weakly integrates the students’ feedback by using a non-systematic approach. Furthermore, transverse competences are, unfortuna…
Understanding Power Electronics and Electrical Machines in Multidisciplinary Wind Energy Conversion System Courses
Wind energy conversion systems (WECS) nowadays offer an extremely wide range of topologies, including various different types of electrical generators and power converters. Wind energy is also an application of great interest to students and with a huge potential for engineering employment. Making WECS the main center of interest when teaching power electronics and electrical machines can therefore be highly advantageous. This paper describes a n…
Modeling Learner Satisfaction in an Electronic Instrumentation and Measurement Course Using Structural Equation Models
The prevailing tendency in modern university reforms is towards ldquohow people learn,rdquo following a learner-centered approach in which the learner is the main actor of the teaching-learning process. As a consequence, one of the key indicators of the teaching-learning process is the measurement of learner satisfaction within the classroom. Learner satisfaction has traditionally been measured using survey responses to a standard learning survey…
Addressing Learner Satisfaction Outcomes in Electronic Instrumentation and Measurement Laboratory Course Organization
This paper proposes and details a course organization methodology based on learner satisfaction achievement. The approach follows the prevailing tendency in modern university reforms which are primarily concerned about "how people learn." As a consequence, the learner has been placed as the main actor of the teaching-learning process. Nevertheless, the current learning literature has not addressed the measurement of learner satisfaction within la…
No prominent works on this page.
Addressing Learner Satisfaction Outcomes in Electronic Instrumentation and Measurement Laboratory Course Organization
This paper proposes and details a course organization methodology based on learner satisfaction achievement. The approach follows the prevailing tendency in modern university reforms which are primarily concerned about "how people learn." As a consequence, the learner has been placed as the main actor of the teaching-learning process. Nevertheless, the current learning literature has not addressed the measurement of learner satisfaction within la…
Modeling Learner Satisfaction in an Electronic Instrumentation and Measurement Course Using Structural Equation Models
The prevailing tendency in modern university reforms is towards ldquohow people learn,rdquo following a learner-centered approach in which the learner is the main actor of the teaching-learning process. As a consequence, one of the key indicators of the teaching-learning process is the measurement of learner satisfaction within the classroom. Learner satisfaction has traditionally been measured using survey responses to a standard learning survey…
Understanding Power Electronics and Electrical Machines in Multidisciplinary Wind Energy Conversion System Courses
Wind energy conversion systems (WECS) nowadays offer an extremely wide range of topologies, including various different types of electrical generators and power converters. Wind energy is also an application of great interest to students and with a huge potential for engineering employment. Making WECS the main center of interest when teaching power electronics and electrical machines can therefore be highly advantageous. This paper describes a n…
A Long-Life Predictive Guidance with Homogeneous Competence Promotion for University Teaching Design
Even though planning the educational action to optimize student performance is a very complex task, teachers typically face this challenging issue with no external assistance. Previous experience is, in most cases, the main driving force in curriculum design. This procedure commonly overlooks the students’ perception and weakly integrates the students’ feedback by using a non-systematic approach. Furthermore, transverse competences are, unfortuna…
A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses
Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure…
Computer Science (5 works) · Engineering (4 works) · Mathematics education (4 works) · Psychology (4 works) · Online Learning and Analytics (3 works) · Pedagogy (3 works) · Course (navigation) (2 works) · Curriculum (2 works) · Instrumentation (computer programming) (2 works) · Online and Blended Learning (2 works)