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<p>The data was downloaded and captured through MBSE online learning modules. Deidentified learners&#39; activities within the modules, such as clickstreams and assignments, were captured in the data/</p> <p>&bull; All files here are student submissions to one or more of the modules in the MBSE program.</p> <p>&bull; All user data has either been removed or redacted from the submission.</p> <p>&bull; &ldquo;Andrew Hurt&rdquo; is not a student and none of these files came from him. He is the person who did the redaction.</p> <p>&bull; The naming structure of the files is as follows: [Module number]-[Module Offering Date]-[Submission Number]-[Part Number of Submission]. Example: M5-040422-S1-Part3. This file is from Module 5, which was offered on April 4, 2022, it is submission 1, and part 3 of submission 1.</p> <p>&bull; Note that submissions within or between modules are not necessarily connected to specific students. So &ldquo;Submission 1&rdquo; from module 5 is not the same user as &ldquo;Submission 1&rdquo; from module 6.</p> <p>&bull; Not all submissions have multiple parts.</p> <p>&bull; No .mdzip files (proprietary MagicDraw software files) have been included in this list.</p> <p>&bull; If a module or folder in the module is missing content from a particular offering, it is because either no one submitted anything or because the file was a .mdzip file and was not downloaded.</p> <p>&nbsp;</p> 

<p>MBSE learning modules were integrated into ENGT 48000, the School of Engineering Technology&rsquo;s multidisciplinary senior capstone program at Purdue University. Students were required to complete the learning modules around week 7 or 8 of the class. They were given approximately three weeks to complete the learning activities, including watching the lecture videos, discussions, etc. They were also asked to complete pre-and-post surveys that aimed to understand their learning experiences with the MBSE learning modules.</p> 

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. 

This paper discusses the instructional design experiences and processes shared by a multi-disciplinary group—including more than a dozen faculty, staff, and students—while developing a series of online courses on Model-based Systems Engineering (MBSE) for professional engineers, a project sponsored by the National Science Foundation. The team size, the complexity and uniqueness of the subject matter, the targeted learners, and the pre-determined research questions created a rare situation in which the team members collaborated and/or negotiated outside the realm of the traditional instructional design process. Over time the team went through two different types of instructional design processes, beginning with a waterfall-type process where the communication between the subject matter experts (SME) and the design team was somewhat limited and finally evolving to a collaborative process where the interaction between the two teams was more direct and immediate. The evolution of the design process and the dynamics between the SMEs and the design team resulted in several major design revisions implemented to improve the quality of the online courses.