Interaction in virtual forums by integrating mathematical modelling to train engineers

Mathematical modelling allows students to associate their learning with real situations. This paper analyzes an experience with engineering students when they were developing a mathematical modelling project using virtual forums, which considers the levels of interaction and depth of their messages and the influence of those forums on the modifications made to improve their work. The results mainly reflect that medium levels of interaction and low levels of depth were achieved, that the level of interaction depended on how the experience was performed, and that the highest levels of interaction and depth corresponded to the greatest improvements in the work. This opens up for future possibilities in the use of virtual forums by integrating modelling into university-level mathematics learning.