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 |  | |  |\n|  |  |  |  |  |  |\n\n2024: VOLUME 12 ISSUE 2  \nMassive Open Online Courses as a Tool for Developing High-Level Engineering Expertise  \nKAELA M. MARTIN  \nA. HOPE ELMER  \nAND  \nLAUREN P. DEVERA  \nDepartment of Aerospace Engineering Embry-Riddle Aeronautical University Prescott, AZ  \nJOSELYN BUSATO  \nDepartment of Biology and Department of English Bucknell University  \nLewisburg, PA  \nPARKER LANDON Department of Physics Boston University  \nBoston, MA  \nDAVIDE GUZZETTI  \nDepartment of Aerospace Engineering Auburn University  \nAuburn, AL  \nELIF E. MISKIO˘GLU  \nDepartment of Chemical Engineering Bucknell University  \nLewisburg, PA  \nABSTRACT  \nOnline courses have become increasingly popular in education and professional development because of their user-friendliness, accessibility, and ability to provide specialized training beyond formal education for workforce preparation. We demonstrate the efficacy of using a Massive Open Online Course (MOOC) to teach specialized engineering concepts through the case study of a multi-body gravitational dynamics course; this topic is not typically taught in undergraduate courses but essential for specialized roles in aerospace engineering. Our use of MOOCs to bridge the knowledge gap between engineering education and practice represents a critical advance in tools for workforce preparation. Our MOOC, Designing the Moonshot, was released to the public  \n2024: VOLUME 12 ISSUE 2 53  \nADVANCES IN ENGINEERING EDUCATION  \nMassive Open Online Courses as a Tool for Developing High-Level Engineering Expertise  \nin June 2021 and again in June 2022 as part of an international virtual event entitled OrbitCamp (originally called AstroCamp) where we collected data from a sample of 840 participants to study learning gains through pre-post testing and retention. Participant drop-off rates were steep (66% of participants did not complete the first module) but lower among men and those with higher degrees. Statistical analysis demonstrated that participants gained significant knowledge on the 12 (of 14 total) learning outcomes for which sample sizes were sufficient. Some of this knowledge was retained three months after OrbitCamp. These results support the use of MOOCs as a tool for furthering the expertise of the engineering workforce in highly specific domains.  \nKey words: Massive Open Online Classes (MOOCs), continuing education, knowledge gain  \nBACKGROUND  \nUndergraduate engineering education is designed to equip upcoming engineering practitioners with the expertise to navigate their roles in the workforce, but alone it is insufficient preparation for engineering practice. Curricula must make tradeoffs between breadth and depth, and as technical problems and technology both evolve so does the expertise needed by practitioners. Changes in professional practice are not immediately reflected in the curriculum, as new findings take considerable time to be published (Goodrum et al. 2001) . Continuous education post-grad allows practitioners to remain current within their area of expertise or explore new areas of expertise and is a requirement of engineering licensing (Froehle, Phillips, and Murzi 2021) . Massive Open Online Courses (MOOCs) offer one avenue for developing domain-specific expertise outside of or in supplement to formal education. MOOCs are open online courses available to unlimited participants typically characterized by self-paced and asynchronous content delivery through video lectures with little direct contact from an instructor. In this paper, we demonstrate the success of a MOOC as an intervention to build domain-specific expertise in trajectory design, specifically multi-body gravitational dynamics. The success of this MOOC serves as a proof of concept that supports the intentional use of MOOCs as part of the continuous education of engineers and advances our ability to support the engineerin","cbCaiqydDFoXoAGZ","https://ap.wps.com/l/cbCaiqydDFoXoAGZ","pdf",475901,29,"English","# Abstract\n# Background\n# Advantages of MOOCs","[{\"question\":\"Why are MOOCs considered useful for engineering professional development?\",\"answer\":\"They provide accessibility and flexibility while enabling specialized training beyond formal education, helping practitioners build domain-specific expertise.\"},{\"question\":\"What was the MOOC used in this study focused on?\",\"answer\":\"The study used a MOOC case to teach trajectory design concepts, specifically multi-body gravitational dynamics, which is not typically taught in undergraduate engineering.\"},{\"question\":\"What evidence supported the effectiveness of the MOOC?\",\"answer\":\"Data from an international virtual event with pre-post testing and retention showed significant knowledge gains across sufficient learning outcomes, with some retention observed three months later.\"}]","Massive Open Online Courses as a Tool for Developing High-Level Engineering Expertise - advances in engineering education - Volume 12 Issue 2 | PDF",1792066942,73]