Learning MBSE Online: A Tale of Two Professional Cohorts
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 affili...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-04-01
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| Series: | Systems |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-8954/11/5/224 |
| _version_ | 1797598230835363840 |
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| author | Tiantian Li Leonardo Pollettini Marcos Wanju Huang C. Robert Kenley Kerrie A. Douglas Emilee A. Madsen Audeen W. Fentiman |
| author_facet | Tiantian Li Leonardo Pollettini Marcos Wanju Huang C. Robert Kenley Kerrie A. Douglas Emilee A. Madsen Audeen W. Fentiman |
| author_sort | Tiantian Li |
| collection | DOAJ |
| description | 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 (<i>n</i> = 7); and Case 2—overwhelming majority of learners from the same organization (<i>n</i> = 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. |
| first_indexed | 2024-03-11T03:16:24Z |
| format | Article |
| id | doaj.art-7345836d30dd440ea5896066b89ed851 |
| institution | Directory Open Access Journal |
| issn | 2079-8954 |
| language | English |
| last_indexed | 2024-03-11T03:16:24Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Systems |
| spelling | doaj.art-7345836d30dd440ea5896066b89ed8512023-11-18T03:31:30ZengMDPI AGSystems2079-89542023-04-0111522410.3390/systems11050224Learning MBSE Online: A Tale of Two Professional CohortsTiantian Li0Leonardo Pollettini Marcos1Wanju Huang2C. Robert Kenley3Kerrie A. Douglas4Emilee A. Madsen5Audeen W. Fentiman6School of Engineering Education, Purdue University, West Lafayette, IN 47906, USASchool of Engineering Education, Purdue University, West Lafayette, IN 47906, USALearning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN 47906, USASchool of Industrial Engineering, Purdue University, West Lafayette, IN 47906, USASchool of Engineering Education, Purdue University, West Lafayette, IN 47906, USASchool of Biomedical Engineering, Purdue University, West Lafayette, IN 47906, USASchool of Engineering Education, Purdue University, West Lafayette, IN 47906, USAResearch 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 (<i>n</i> = 7); and Case 2—overwhelming majority of learners from the same organization (<i>n</i> = 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.https://www.mdpi.com/2079-8954/11/5/224MBSEonline learningengineering educationprofessional learnerscommunity of inquiry |
| spellingShingle | Tiantian Li Leonardo Pollettini Marcos Wanju Huang C. Robert Kenley Kerrie A. Douglas Emilee A. Madsen Audeen W. Fentiman Learning MBSE Online: A Tale of Two Professional Cohorts Systems MBSE online learning engineering education professional learners community of inquiry |
| title | Learning MBSE Online: A Tale of Two Professional Cohorts |
| title_full | Learning MBSE Online: A Tale of Two Professional Cohorts |
| title_fullStr | Learning MBSE Online: A Tale of Two Professional Cohorts |
| title_full_unstemmed | Learning MBSE Online: A Tale of Two Professional Cohorts |
| title_short | Learning MBSE Online: A Tale of Two Professional Cohorts |
| title_sort | learning mbse online a tale of two professional cohorts |
| topic | MBSE online learning engineering education professional learners community of inquiry |
| url | https://www.mdpi.com/2079-8954/11/5/224 |
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