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Research has shown that creating an online learning community is vital in Model-Based Systems Engineering (MBSE) training programs and can be facilitated via the Community of Inquiry (CoI) framework. For professional learners, an online learning community is influenced by their organizational affiliations. The purpose of this research is to explore learning experiences in groups of professional learners with different and homogenous organizational affiliations in an asynchronous online MBSE module. Through the case study methodology, this research examines four sources of data from two cases: Case 1—learners from different organizations (n = 7); and Case 2—overwhelming majority of learners from the same organization (n = 19). Results showed that learners from the same organization reported higher social presence, which, in turn, corresponded to a higher cognitive presence and higher motivation for future MBSE learning. Based on our findings, we recommend that organizations seeking MBSE adoption coordinate with online course providers to create cohorts to participate in the same offerings to facilitate the process of learning community building. We also recommend MBSE course providers facilitate social interaction on multiple communication platforms and create orientation activities for learners from different organizations to promote social presence.
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Automating Formative Assessment for STEM Courses in Hybrid Learning Environments
This paper presents an innovative courseware project based on the Adaptive Distributed Learning (ADL) Initiative’s Total Learning Architecture (TLA [1]), which encompasses a technical framework for education and training based on a data strategy built around open standards to support interoperability across diverse organizations and products ([2]). This framework includes definitions of a set of policies, specifications, and standards that enable a future learning ecosystem to facilitate lifelong learning principles promoting personalized and flexible learning environments that include both formal and informal activities [3]. In Fall 2023, a TLA- inspired course framework was implemented in a data visualization course for senior undergraduates and graduate students, using Moodle and a Learning Record Store (LRS) to track over 200,000 learning records. This system allowed instructors to visually monitor online learning activities for the whole class as well as selected individual learners. As future work, the course will expand to 10 STEM courses across 11 universities in the next three years as part of an existing NSF commitment.
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- Award ID(s):
- 2142514
- PAR ID:
- 10531516
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-9402-3
- Page Range / eLocation ID:
- 1 to 7
- Subject(s) / Keyword(s):
- Adaptive Distributive Learning, Learning Analytics, Hybrid Learning Environment, Instructional Design, STEM Education.
- Format(s):
- Medium: X
- Location:
- Kos Island, Greece
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/EDUCON60312.2024.10578901
