10.3.1 Applying the Plan‐Do‐Check‐Act Cycle to Develop Best Practices in Remote Online Systems Engineering Education

Systems engineering educators are inherently challenged to provide effective education to industry and government practitioners. Separating instructors and students by time and location, as is the case in remote online education, compounds the challenge. This paper summarizes research on the impact of the use of various pedagogical approaches on the effectiveness of teaching systems engineering in a remote online environment. Using that research as a leverage point, the Plan-Do-Check-Act (PDCA) cycle is presented as a viable process for developing best practices for remote online systems engineering education.

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