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 act...

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Autores: Gallardo Vázquez, Sergio, Barrero, Federico, Martínez Torres, María del Rocío, Toral, S. L., Durán, M. J.
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2007
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/31466
Acceso en línea:http://hdl.handle.net/11441/31466
https://doi.org/10.1109/TE.2007.893173
Access Level:acceso abierto
Palabra clave:Course organization
educational technology
electronic engineering
electronic instrumentation and measurement lab
learner satisfaction
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spelling Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organizationGallardo Vázquez, SergioBarrero, FedericoMartínez Torres, María del RocíoToral, S. L.Durán, M. J.Course organizationeducational technologyelectronic engineeringelectronic instrumentation and measurement lablearner satisfactionThis 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 laboratory and practical subjects. This study develops a general and comprehensive methodology for learner satisfaction measurement in practical subjects. As a case example, the proposed methodology has been applied to an electronic instrumentation and measurement course, confirming the variables with a significant influence on learner satisfaction and becoming the starting point for curriculum redesign based on the learner satisfaction approach. To assess the improvement of the proposed course organization methodology, a comparison with previous academic years has been performed showing the students’ rated score evolution. Results fully confirm the validity of the technique and the novel course organizationIEEEAdministración de Empresas y MarketingIngeniería Electrónica2007info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/11441/31466https://doi.org/10.1109/TE.2007.893173reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésIEEE Transactions on Education, 50(2), 129-136.http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=4200835info:eu-repo/semantics/openAccessoai:idus.us.es:11441/314662026-06-17T12:51:07Z
dc.title.none.fl_str_mv Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
title Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
spellingShingle Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
Gallardo Vázquez, Sergio
Course organization
educational technology
electronic engineering
electronic instrumentation and measurement lab
learner satisfaction
title_short Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
title_full Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
title_fullStr Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
title_full_unstemmed Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
title_sort Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization
dc.creator.none.fl_str_mv Gallardo Vázquez, Sergio
Barrero, Federico
Martínez Torres, María del Rocío
Toral, S. L.
Durán, M. J.
author Gallardo Vázquez, Sergio
author_facet Gallardo Vázquez, Sergio
Barrero, Federico
Martínez Torres, María del Rocío
Toral, S. L.
Durán, M. J.
author_role author
author2 Barrero, Federico
Martínez Torres, María del Rocío
Toral, S. L.
Durán, M. J.
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Administración de Empresas y Marketing
Ingeniería Electrónica
dc.subject.none.fl_str_mv Course organization
educational technology
electronic engineering
electronic instrumentation and measurement lab
learner satisfaction
topic Course organization
educational technology
electronic engineering
electronic instrumentation and measurement lab
learner satisfaction
description 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 laboratory and practical subjects. This study develops a general and comprehensive methodology for learner satisfaction measurement in practical subjects. As a case example, the proposed methodology has been applied to an electronic instrumentation and measurement course, confirming the variables with a significant influence on learner satisfaction and becoming the starting point for curriculum redesign based on the learner satisfaction approach. To assess the improvement of the proposed course organization methodology, a comparison with previous academic years has been performed showing the students’ rated score evolution. Results fully confirm the validity of the technique and the novel course organization
publishDate 2007
dc.date.none.fl_str_mv 2007
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11441/31466
https://doi.org/10.1109/TE.2007.893173
url http://hdl.handle.net/11441/31466
https://doi.org/10.1109/TE.2007.893173
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv IEEE Transactions on Education, 50(2), 129-136.
http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=4200835
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv IEEE
publisher.none.fl_str_mv IEEE
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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