Degree Students Research Articles

TOPICAL ASPECTS OF THE FORMATION OF COMPETENCES IN THE FIELD OF TECHNOLOGICAL ENTREPRENEURSHIP IN THE FRAMEWORK OF BACHELOR'S DEGREE IN ECONOMICS IN RUSSIA

Background. Achieving the national goal of ‘technological leadership’ set by the President of the Russian Federation on 7 May 2024 is possible by combining the efforts of various state structures, public constructs, and entrepreneurs. One of the social institutions capable of setting development guidelines in this direction are universities. And not only training specialists in the field of technology, but also those who will work with these specialists in the team of the project, which will later be transformed into a functioning business. And such specialists, in particular, are economists, whose task is to ensure that the economics of a technological entrepreneurship (TE) project will allow to obtain financing for its implementation. This means that economists must be able to evaluate the economic efficiency of solutions embedded in a project with specific properties inherent in TA. And the key question arises - what disciplines and/or sections of disciplines should be incorporated into the basic educational programmes of universities in the direction of Bachelor's degree ‘Economics’ in order to form and develop the competences of students in the field of technological entrepreneurship. In this regard, it is necessary to find answers to a number of questions: whether the inclusion of disciplines on the economics and finance of technology companies in the curriculum can be considered sufficient to achieve this goal, or whether modern conditions require a different approach; what to focus on when selecting disciplines and their sections; how to provide the educational process with teachers who have relevant knowledge, skills and abilities in the field of technological entrepreneurship; what forms of organisation of the educational process and extracurricular activities of students are appropriate and appropriate; and what forms of the educational process and extracurricular activities of students. Purpose - to investigate the issues of formation and development of competences in the field of technological entrepreneurship in Russian universities for Bachelor's degree students of the direction ‘Economics’ in modern conditions. Materials and methods. In the course of the research we applied a systematic approach, methods of observation, comparison, synthesis, graphical presentation of information, as well as analysis of existing literature and regulatory documents on the topic and analysis of open statistical data. The article is based on such sources as: normative legal acts, statistical data, publications in the Internet, conference materials, periodicals. Results. In order to achieve the national goal of establishing technological leadership in the Russian Federation, it is necessary to multiply the number of startup projects. One of the key areas for solving this task is to immerse university students in various aspects of technological entrepreneurship in order to develop their competences in this area and increase their readiness to become entrepreneurs both immediately after graduation and some time later. To increase the number of students familiar with technological entrepreneurship, entrepreneurial competence trainings are organised within the framework of the Federal project of the Ministry of Education and Science of the Russian Federation in cooperation with development institutions ‘University Technological Entrepreneurship Platform’. However, in order to increase the number of successful startups and improve the quality of their feasibility studies required for obtaining funding, it is necessary to incorporate disciplines and/or sections/themes of disciplines oriented to the formation of competences in the field of technological entrepreneurship and aimed at educating a socially responsible entrepreneur into the curricula of Bachelor's degree programmes in Economics. Teaching of such disciplines should be carried out by both the university teaching staff trained in TE and its various aspects, and representatives of business and various structures interacting with it in the framework of their professional activities, taking into account the advantages and disadvantages of both teachers and ‘practitioners’. In addition to the direct study of TE within the framework of the educational programme, it is advisable to use various formats of introducing students to its aspects outside the educational process - during excursions, round tables, master-classes, business games, etc. The students should be introduced to the aspects of TE within the framework of the educational process.

Teaching photography as a tool for the didactics of semiotics. Peirce's concept of firstness as a trigger for artistic production in students of the Bachelor's degree in Spanish Language and Literature at UMSNH in 2023.

Durante el segundo semestre de 2023, se llevó a cabo un taller de fotografía dirigido a estudiantes de la Licenciatura en Lengua y Letras Hispánicas en la Universidad Michoacana de San Nicolás de Hidalgo, con un enfoque desde los Estudios Visuales. Abierto a participantes de diversos semestres y edades entre 17 y 22 años, el taller buscaba dotar a los estudiantes de herramientas teóricas y prácticas para la producción fotográfica digital. Impartido en un nivel básico, el objetivo era motivar a los estudiantes hacia una práctica artística personal posterior. El taller trascendió la mera enseñanza técnica, aspirando a convertirse en un espacio donde la fotografía se explorara como forma de conocimiento y pensamiento. Se hizo hincapié en la semiótica, utilizando los conceptos de primeridad, segundidad y terceridad según Charles S. Peirce para reforzar los conocimientos de los estudiantes. El objetivo fundamental era que los participantes aplicaran la semiótica de manera práctica y artística, comprendiendo que no solo es una herramienta analítica, sino también esencial para la generación de productos artísticos y culturales, específicamente en el ámbito de la producción fotográfica.

Generative AI in Higher Education: Graduate Teaching Assistants’ Practice and Reflection on ChatGPT for Module Assessment

The rapid evolvement of Artificial Intelligence (AI) and the launch of ChatGPT and other Generative AI tools have concerned Higher Education Institutions (HEIs), which now need to develop comprehensive pedagogical guidelines and frameworks in this emerging AI era. These advancements have sparked discussions and research on their implications on assessment design and student assessment, with multiple opposing perspectives emerging. Whilst ChatGPT is perceived as an important opportunity for enhancing student learning, it is considered as a significant threat to academic integrity and student skills development. These differing perspectives create the need for teaching staff to reflect on their pedagogical practices on ChatGPT and Generative AI and propose potential paths forward for HEIs. Although research on Generative AI and assessment design is rapidly growing, the perspective of Graduate Teaching Assistants (GTAs) as teaching staff uniquely positioned to bridge the gap between faculty and students, is under-represented. To this end, in this practice paper, GTAs reflect on their dual identities as student and tutor to evaluate differing positions to the role of ChatGPT to support or hinder assessment. By being involved in a ChatGPT project for student assessment for MSc students in Engineering degrees, the authors present their reflections on the impact that ChatGPT and Generative AI technologies may have on HEIs, with a focus on assessment design, as well as on potential paths forward for the sector. This practice paper contributes to the ongoing discussions and research on the development of pedagogical guidelines and frameworks in the Generative AI era.

Degree Apprenticeship Education for Future Engineering Leaders: Developing reflective practice with work-based learning.

The significant growth in demand and offerings for degree apprenticeships (DA) since their introduction by the UK Government in 2014 is shaping the development of the workplace learning environment. In support of this, educational reflective practices within the workplace, together with associated academic credit requires greater research focus. For level 7 postgraduate degree students, it is relevant to examine enhancing reflective practices for work-based learning and in doing so, this paper focuses on a specific Engineering Business Management Degree Apprenticeship case study. This research discusses the outcomes for students resulting from the postgraduate DA course, with an emphasis on their work-based learning and reflective practices, investigating the research question “how can an apprenticeship degree integrate work-based learning with reflective practice?” A sample group of students close to graduation were chosen for the intervention and asked two question types covering their positive experiences and potential improvement areas for informing future practice. The positive findings highlighted the benefits of work-based learning and reflective practice for the degree apprenticeship, including the application of learning directly into the workplace and the addition of skills and behaviour competencies, whilst still achieving the master’s level knowledge and learning competencies. Potential improvement areas focus on the challenges of understanding reflective learning in the workplace, the work-life balance combining further education and finally the additional support required from employees. The resulting recommendations for academics and course leaders encompass achieving reflective learning within the curriculum, designing courses to reflect the student’s time demands when including work-based learning, designing for the KSB’s (Knowledge, skills and behaviours) and understanding the wider student network of employer and workplace environment.

The Development of Digital Competences in Future Chemistry Teachers in Accordance with the DigCompEdu Requirements

This paper reports on the results of the research aimed at the creation of an e-learning course to support the teaching of the compulsory course Activating Methods in Chemistry Teaching (AMCT) in the LMS (Learning Management System) Moodle (Modular Object-Oriented Dynamic Learning Environment). This course was subsequently implemented into university teaching to develop students’ digital competences in line with the European Framework for the Digital Competence of Educators (DigCompEdu). The research sample consisted of first year Master's degree students of chemistry teaching (N=18) at the Faculty of Science, P. J. Šafárik University in Košice. The research took the form of a one-group quasi-experiment performed during the winter semester of the 2023/2024 academic year. The scope of teaching in the e-course was over 9 modules for a total of 42 hours. The research instruments included the self-assessment card filled in by the students before and after completing the e-course, and a questionnaire developed by the authors. The evaluation of the comparison of the students’ self-assessment cards shows an overall improvement in the students’ level of digital competences and skills in the individual topics covered by the e-course. Significant development of digital skills was evident in the topics Computer Based Laboratory Activities, Online Applications and Use of a Digital Visualizer. The results of the questionnaire showed that students realised the benefits of the e-course for their future teaching practice. To optimise the e-course, it will be necessary to adjust the amount of time required for some topics and create more opportunities to use digital technology to address specific topics in chemistry.

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

The number of technical students combining work and studies has increased recently. More and more students decide to gain professional experience as early as possible, resulting in a lower attendance rate. This is highly relevant to master’s degree students who struggle to succeed in both academic and professional activities, necessitating research into academic attainment strategies. The paper describes the types of working students, their needs in English, and proposes a way to improve their academic achievement, including English proficiency. A series of tests and an interview were administered to a sample of 363 master’s degree students learning technical English. The chi-square test, Fisher’s test and the Mann–Whitney Z-test were employed in order to assess the language skills acquired by students in blended learning and offline classes, and to validate the designed blended ESP course featuring an e-course and classroom lessons. The findings of the research indicated that working-while-studying students enrolled in the blended course made more significant progress in their English skills, particularly in reading and writing, compared to non-working students who had only traditional offline lessons. The results provide insights concerning the benefits of blended learning to ensure equal opportunities for working-while-studying students and their ways of adapting to a changing learning environment.

Automated Pronunciation Digital System Using Pls-Mga

The purpose of this empirical study is to investigate the effects of interface quality (IQ), system quality (SQ), and perceived usefulness (PU) on students’ satisfaction (SS) using an automated pronunciation scoring system in enhancing their pronunciation learning. The intent of this study is to examine three factors affecting the students’ satisfaction using this automated pronunciation scoring system. This study used a sample frame of 232 non-native learners learning Chinese from two universities in Malaysia. The relationships were tested through the partial least squares structural equation modelling method. The results revealed that IQ has no significant impact on SS. However, for both SQ and PU, there are positive significant relationships. Besides, learning levels could have effects on these relationships. The partial least squares (PLS) technique was used to examine the direct relationship and PLS-MGA was used to demonstrate the effect of learning levels, with the diploma and degree students. These relationships are further explained in this article.

ICT mediated gamification in education degrees: A commitment to sustainability

This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. The research was carried out using the population of students in the first year of the Degrees in Early Childhood, Primary and Social Education at the University of Jaén during the 2022-23 academic year (n=521). A questionnaire was used as a research tool. The data collected were analyzed using the SPSS programme, carrying out descriptive statistical analysis, comparison of means and regression analysis. The results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Degree in Primary Education show greater knowledge compared to those of Pre-school Education; likewise, those who plan to use gamification in their future professional practice express more favourable evaluations. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.

Experimental Study of the Absorption Coefficient of Acoustic Insulators for Undergraduate University Students

Objective: This study investigates the techniques for measuring the acoustic absorption coefficient that use an impedance tube, to evaluate their use by students of scientific-technical degrees. Theoretical Framework: This topic presents the concept of absorption coefficient and how it is obtained using impedance tubes. Method: The absorption coefficient of an acoustic insulator is measured as a function of frequency, thickness and density, with an experimental system that uses the transfer function method in an impedance tube. Results and Discussion: The results reveal that the absorption coefficient varies with frequency, being lower at low frequencies. An increase in thickness and/or density produces better acoustic absorption performance. The results are compared with others obtained with an experimental system that uses the standing wave method in an impedance tube. The agreement between the two methods is quite good. Research Implications: The advantages and disadvantages of the two methods are discussed, and their use by students of scientific-technical degrees is assessed. It is recommended to use the transfer function method when students work more autonomously, for example, in final degree projects. Originality/Value: This work offers teachers information related to the experimental study of the acoustic absorption coefficient, which allows them to choose the most appropriate method for each student based on their ability to work autonomously and their knowledge.

Emotional Intelligence and Personality Traits of University Students in Dentistry, Medicine and Pharmacy Degrees.

This study aimed to characterize dentistry, medicine and pharmacy students in terms of emotional intelligence (EI) and personality traits (PTs). It also sought to identify whether differences existed according to gender and degree program and the relationship between them. Students enrolled in dentistry (115), medicine (85) and pharmacy (57) degree programs participated voluntarily in the research, including 59 men and 198 women. The following questionnaires were used: (1) the Trait Meta-Mood Scale (TMMS-24) to evaluate EI; (2) the NEO Five-Factor Inventory (NEO-FFI) to assess PT. The Qualtrics XM platform was used for data collection. There were no statistically significant differences between three components of EI, either according to gender or degree program. The only difference in PTs was found in neuroticism, where women scored higher than men. There were statistically significant differences between students on different degree programs in openness to experience and responsibility. The five PTs correlated significantly with the three components of EI, except responsibility and emotional attention. The strongest associations were found between neuroticism and emotional repair (-0.439). High percentages of the student population were observed to have weaknesses in emotional clarity and emotional repair. Neuroticism is a personality trait that seems to occur more frequently in women.

A Scale Development and Application Study on Smartphone Security Awareness

This study aims to determine the level of smartphone security awareness of associate degree students and to reveal whether smartphone security awareness differs significantly according to some demographic variables. In addition, it is aimed to reveal the relationship between smartphone security awareness and digital literacy. In this direction, firstly, the Smartphone Security Awareness Scale was developed. The scale consists of nine items collected in a single dimension and explains 39.6% of the total variance. The reliability coefficient of the scale was determined as 0.78. The study sample consisted of a total of 612 associate degree students continuing their education in two vocational colleges. The data were collected online and on a voluntary basis. According to the findings, the level of smartphone security awareness of associate degree students was high. There was no significant difference between smartphone security awareness and gender, using security software, receiving information security training, and being concerned about the privacy and protection of personal data. No significant relationship was found between smartphone security awareness and the duration of owning a smartphone. However, significant differences were found according to experiencing security problems and competence in using information technologies. A positive, significant and moderate relationship was found between smartphone security awareness and digital literacy. The scale developed within the scope of the research can be used in different studies in the future. According to the results obtained in this direction, training and seminars can be organised to increase smartphone security awareness.

Research on the Training and Improvement Path of Insurance Master's Degree Students from the Perspective of Industry Education Integration

Research on the Training and Improvement Path of Insurance Master's Degree Students from the Perspective of Industry Education Integration

Interactive Digital Platforms and Artificial Intelligence Applications to Develop Technological Innovation Skills among Saudi University Students

In this paper, we investigate the efficacy of an edX-based learning technology and learning environment augmented with artificial intelligence (AI) applications in fostering technological innovation skills among university students. A quasi-experimental design was employed, involving two groups of bachelor’s degree students (n = 57) from the College of Education at King Khalid University. The experimental group (n = 28) utilized the edX platform with integrated AI features, while the control group (n = 29) employed the traditional Blackboard platform. Both groups participated in the “Using Computers in Education” course. A pre-post assessment of technological innovation skills was conducted, and the data were analyzed using an independent sample t-test. Results revealed a statistically significant difference in skill development between the groups, favoring the edX platform with AI integration. These findings suggest that using blended learning environments may have the potential to enhance students’ technological innovation capabilities.

General knowledge and perception of climate change in undergraduate medical students

Objective: Climate change impacts public health, however, for its level of implication it is a topic little discussed within the training of health personnel, so the purpose of this study was to assess the awareness and perception of medical students on climate change and its impact. Method: A qualitative, cross-sectional and descriptive research method was used and a survey was designed to collect quantitative and qualitative data. The sample was defined under the non-probabilistic strategy by convenience with a total of 112 students of the Bachelor's Degree in Surgeon and Midwife, from the first to the eighth semester in universities corresponding to the metropolitan area of Guadalajara. Analysis: Qualitative data were analyzed using content analysis and public health frameworks. Results: One hundred and ten students from the sample completed the survey. A bias was identified in the general knowledge of what climate change implies and misinformation regarding the extent of its effects on the health and daily life of individuals, at the same time a predominant feeling of concern was identified in relation to its consequences. Conclusion: There is a deficiency of information on climate change among undergraduate medical students. Climate change is a global reality. The world needs to work collectively on this issue and education is the first critical step that requires the attention of health professionals.

Exploring the factors influencing academic learning performance using online learning systems

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

How Does a Decision-Making Tool Enhance Spent Mushroom Substrate Valorization into Polysaccharides?

In mushroom farming, one kilogram harvested results in about five kilograms of spent mushroom substrate (SMS), posing an environmental management challenge. As an in-tune work with the concepts of circular economy, cleaner production, and waste minimization, this study has developed a mathematical model than analyzes the valorization potential of SMS through polysaccharide production. The in-depth mathematical model is based on a system dynamics approach, which explains the interactive interplay amongst the production process, related costs, energy consumption, and caused emissions. The model has been developed in a generic way. Meaning that it can be re-adjusted flexibly for a different cleaner production process. A user-friendly interface has been developed. Users can easily maneuver around the variables within the model that offers instantaneous insight into the environmental and economic impacts of SMS valorization. This interface was later integrated into an educational context to serve as an interactive decision-making tool for cleaner production modelling. The main purpose of the developed tool was to favor understanding of causalities between production chains, energy consumption, labor, emissions, and expenses. This tool has been tested on master’s degree students in a cleaner production course. Survey results show that 82% of students report the need to incorporate similar decision-making tools in their learning curriculum. In sum, the application of system dynamics to the valorization of SMS does not only present an attractive solution for this environmental problem but also shows great potential in setting educational backgrounds for an interactive and close-to-life learning process. It is recommended to develop more interactive tools available for students.

THE EFFECT OF PERCEIVED FUTURE EMPLOYABILITY ON FUTURE ANXIETY: A STUDY ON HEALTHCARE MANAGEMENT STUDENTS

This study aims to analyze the effect of perceived future employability on future anxiety of undergraduate and associate degree students studying healthcare management in Turkish universities. In addition, whether there is a difference between students’ perceived future employability and future anxiety levels in the context of demographic variables was also investigated. As a result of the findings, it was determined that perceived future employability has a negative and statistically significant but low effect on future anxiety. The effect of the sub-dimensions of the perceived future employability scale on future anxiety was also examined, and it was found that the dimensions of perceived future communication network, expected reputation of the educational institution and perceived future skills predicted future anxiety negatively and statistically significantly. In the context of demographic variables, a statistically significant difference was found only in the gender variable. Future anxiety of women is higher than that of men. Within the framework of these results, it is possible to say that the perceived future employability levels of undergraduate and associate degree students studying healthcare management in Turkish universities are high, and most of their future concerns are shaped by different factors.

Level of knowledge of prevention of blood-borne infectious diseases among Master’s degree students of nursing

Introduction. Blood-borne infections are a serious problem among medical staff, especially nursing staff, because nurses have the most frequent contact with patients. As future employees of health care, students of nursing are exposed to a number of hazardous factors. Work with patients of unknown serological status (during practical classes and apprenticeships) is associated with the risk of infection with various pathogens. Objective. The aim of the study was recognition of the level of knowledge concerning prevention of blood-borne infectious diseases among Master’s degree students of nursing. Material and Methods. The study was conducted in the second half of 2022 among 104 Master’s degree students of nursing, who were educated at the Radom School in Radom, by the method of a diagnostic survey, using an author-constructed questionnaire. Results. The majority of the examined students (96.2%) knew what diseases are transmitted through blood. More than a half of respondents (63.5%) evaluated their level of knowledge about blood-borne diseases as mediocre, and 19.2% - as low. A part of respondents (67.3%) had knowledge that trace amounts of blood are enough to cause infection with blood-borne diseases. All students in the study knew the main methods of prevention of infections transmitted via blood, and the deficit of knowledge concerned proper use of personal protection equipment (5.8%) and the observance of the procedure to be followed in the event of occupational exposure (3.8%). A large group of respondents (82.7%-100.0%) knew various risk factors of infection with blood-borne diseases. The majority of respondents (88.5%) knew that there is an effective vaccine against hepatitis B, but 43.3% of the students in the study did not know the main symptoms of infection with HBV. Students most often knew (90.4%) how to diagnose infection with HCV – anti-HCV test for the presence of antibodies against hepatitis C virus in blood; however, 26.9% of respondents were not aware that there is no vaccine against hepatitis C. The majority of the examined students (84.7%) knew early symptoms of infection with HIV, while the remainder had a deficit of knowledge in this area. A large group of respondents (82.0%-94.0%) knew various risk factors of infection with HIV. Conclusions. Students of nursing should be motivated to expand their knowledge concerning prevention of blood-borne diseases, observance of the principles of personal protection, prevention of occupational exposure, and proper post-exposure prophylaxis.

Time Pressure Preferences

Many professional and educational settings require individuals to be willing and able to perform under time pressure. We use a laboratory experiment and survey data to study preferences for working under time pressure. We make three main contributions. First, we develop an incentivized method to measure preferences for working under time pressure and document that participants in our laboratory experiment are averse to working under time pressure on average. Second, we show that there is substantial heterogeneity in the degree of time pressure aversion across individuals and that these individual preferences can be partially captured by simple survey questions. Third, we include these questions in a survey of bachelor’s degree students and a nationally representative survey panel and show that time pressure preferences predict career choices and income. Our results indicate that individual differences in time pressure aversion could be an influential factor in determining labor market outcomes. This paper was accepted by Yan Chen, behavioral economics and decision analysis. Funding: This work was supported by the Jan Wallander and Tom Hedelius Foundation, European Research Council under the European Union’s Horizon 2020 Research and Innovation Programme [Grant 850590]. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2023.02078 .

Validation of the use of concept maps as an evaluation tool for the teaching and learning of mechanical and industrial engineering

Abstract This paper presents the experimental work developed to measure the learning process through concept map analysis. The development of a concept map is requested by the students for each chapter or theme of the subject. As a result, maps from engineering courses have been analyzed. The measurements carried out consider several parameters, such as individual and team map building, student progressive knowledge level, and map complexity. Concerning the complexity analysis, the focus is qualitative, and it is based on the data extracted from the concept maps elaborated by the students. The study, conducted during the 2018–2019 academic year, included students from various academic levels and institutions, such as the Public University of Navarra UPNA and the University of the Basque Country UPV-EHU, covering first-degree students of Bachelor's Degree in Mechanical Engineering and first-degree students of Master's Degree in Industrial Engineering at UPNA, third-degree students of Bachelor's Degree in Mechanical Engineering at UPV-EHU. The data collected from 37 individual maps in Industrial Drawing, 31 group maps in Industrial Drawing, 12 individual maps in Design of Machinery, and 12 group maps in Design of Machinery, along with a control group of 79 students who did not participate in any activity, provided valuable insights into the effectiveness of concept maps for evaluating understanding levels and learning outcomes across various engineering subjects and academic levels. The learning outcome of the students is treated to obtain the level of understanding of complex systems shown by the students through the concept maps previously drawn and the questionnaire answered by each student about the achievement of learning results through the use of concept maps. This work shows the research methodology established and the learning results achieved qualitatively: measuring the maps by means of a rubric, self-assessment based on a survey, and through the questionnaires. Also, the results obtained in the final exams have been compared. From the observed results, this methodology is presented as a suitable alternative for evaluating the correct acquisition of concepts in online teaching situations.