Modeling-Eliciting Activities in an Online Engineering Course for Improving Conceptual Learning, Professional Skill, Interaction

Abstract

This empirical research aims to propose and examine an online teaching approach that embeds modeling-eliciting activities (MEA). The approach guides teachers to create a well-interactive online learning environment and improve the conceptual learning and professional skills of engineering undergraduates. The professional skills are defined as critical thinking and collaboration. A structured teaching procedure was implemented sequentially by task introduction, problem description, performance analysis, structural optimization, and solution discussion. The six principles of MEA were organically integrated with the teaching procedure, creating a inspiring, open-ended, and teamwork learning environment. The instruments used to collect data included conceptual learning tests, design report evaluations, learning reflection analyses, and interaction statistics. The findings suggested that the MEAembedded online courses have significant advantages for improving learners' conceptual learning and professional skills. The proposed approach guides the learners to make appropriate decisions and practical actions, enhancing their critical thinking. The MEA inspires learners' positive attitudes and high participation, providing an emotional basis for group collaboration. The discussions on the open topics and thought process reflections create a collaborative environment. Besides, the statistics on the online teaching platform show that the MEA has a significant role for interaction promotion in the online course.

Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

“…Research has identified the powerful functions of MEAs in STEM education as follows: 1) instructional tools for effective learning by supporting the development of metacognitive abilities and conceptual understanding [6], [29], [30], [31], [32], [33], [34], [35]; 2) robust authentic assessment tools for learning and teaching, providing instructors with a medium to identify and analyze students' thought processes while solving problems, as well as to assess their actual teamwork process [16], [26], [36]; and 3) tools for effective professional development to promote and improve knowledge for teaching and to shift a teaching philosophy to a more student-centered perspective [14], [37], [38], [39].…”

“…In particular, research is progressively documenting the success of MEAs as educational tools across a range of fundamental engineering subjects, including computer science, thermodynamics, materials, mechanical, chemical, electrical, industrial, and civil engineering [6], [8], [12], [13], [14], [15], [16], [40]. MEAs have proven effective in helping engineering students become better problem solvers by elevating their skills in problem-solving, modeling, and decision-making.…”

“…They also enhance conceptual understanding by engaging engineering students in real-life scenarios for problem solving [6], [10], [15], [41], [42], [43]. MEAs have also demonstrated effectiveness in enabling instructors to assess thought processes and actual teamwork processes among engineering students, as well as in monitoring and correcting any misconceptions that engineering students may have [8], [10], [16], [44], [45].…”

“…This is crucial as cybersecurity is becoming increasingly vital in the design, development, and testing of software systems to ensure the safety, privacy, and integrity of data and systems in today's digital world [4], [5]. To address these needs, educators in STEM fields have employed Model-Eliciting Activities (MEAs) as instructional tools [3], [6], [7], [8], [9], [10].…”

“…MEAs are a type of problem-solving activity situated in realistic contexts that require participants to apply their knowledge to develop mathematical, scientific, or engineering models for solving problems encountered in everyday life, society, or the workplace [11]. Although initially developed as research tools by mathematics educators to explore students' thinking and procedures while collaboratively solving realworld problems, research increasingly documents MEAs as successful instructional tools in various core engineering subjects, such as thermodynamics, materials, mechanical, chemical, electrical, industrial, and civil engineering, among others [6], [8], [12], [13], [14], [15], [16]. Most recently, we have expanded the library of engineering MEAs to include computer science, with an emphasis on cybersecurity [10], [17].…”