Abstract:

The coronavirus pandemic forced us to close schools unexpectedly. With this new challenge, the classrooms and learning moved from face-to-face spaces to remote and virtual spaces.Thanks to 30 years of experience in the design and teaching of digital education programs and in response to this enormous challenge, Tecnológico de Monterrey implemented a distance education a model, this model is known as the Flexible and Digital Model (MFD).

The implementation of this model allowed the institution to restart classes in just one week after all the academic activities were suspended due to the pandemic and ensure the academic continuity of more than 90,000 students and 10,000 teachers. As the pandemic evolved, the gradual return to face-to-face sessions began, this suggested the transformation of the Flexible Digital Model to a new model that combined the virtual classroom and face-to-face classroom, therefore, a new model known as the Remote Face-to-Face Hybrid Model (HPRS) was implemented.

In this research we analyze the results of the implementing the Digital Flexible Model (MFD) and the Synchronous Remote Face-to-Face Hybrid Model (HPRS), during the of the COVID 19 pandemic. The research was carried out with students from the Tecnológico de Monterrey, Campus Santa Fe, the data were obtained through an institutional survey that was applied to 674 students. We analyze the student's grade and demonstrate with a significance level of 5% that there is a statistically significant difference between the distance learning models and the face-to-face classes model. In a second analysis, we measured the students' assessment of the MFD and HPRS models; we complement this perception with a sentiment analysis of these two models.

The first results of descriptive statistics show that the face-to-face classroom learning model and the hybrid learning model (HPRS) have an excellent acceptance, there is also a very good acceptance of the flexible digital distance learning (MFD) model. On the other hand, there is no significant difference between the grades obtained by students when they take their classes in distance learning models and in learning models with face-to-face classes. Finally, it is important to note that the distance learning models (MFD) and (HPRS) have allowed Tecnológico de Monterrey to give academic continuity to its study programs and face the health emergency caused by COVID 19.

Keywords:

Distance learning, sentiment analysis, virtual classroom, Covid-19.