Abstract:

The role of distance education in social development. The case study of Orizatlan Mexico. The Network of Centers of Distance Education was an initiative from the National Autonomous University of Mexico (UNAM) in response to three main challenges:

A) A demand from society for physical spaces where interested parties could be informed, oriented and able to complete the required paperwork to start a formal distance education program.
B) The need to establish collaboration mechanisms between UNAM and the local universities. Both challenges promote an increment in the involvement of the local governments, civil society, and regional universities where the distance education centers are created.
C) The need to respond to economic, social and political needs at a national level, with a framework of spatial and temporal flexibility.

The ultimate goal of UNAM was for young people, adults -young and old- men or women, to continue with their studies as a way to substantially improve their living standard, and to promote the integration of women, migrants, indigenous people and people with disabilities into society.
In 2008, such initiative started in the Mexican State of Hidalgo in the town of San Felipe Orizatlan with three degrees: Psychology, Social work and Librarian.
The study methodology of this initiative includes: Diverse teaching methods; tutoring in-site and remotely depending on the program in question; teaching materials developed specifically to meet the learning objectives and assessment criteria of each program, and to promote self-managed and independent study; and the freedom for students to choose their own study pace.

Some details of the socio-economic profile of the students are: From a total of 59 students, 55.2% are women, with only 6.7% being under 20 years old; 45.7% are between 21-30 years and 33.8% are between 31-40 years old. A remarkable fact was to know that 29% of the student population possess only 1-10 books, and that the vast majority do not have access to the internet either at home or through any mobile device. Finally, 70% of the students were either satisfied or very satisfied with the program.
Some of the advantages of distance learning stated by the students are:

• To be part of UNAM
• No need to move out of town
• Flexible hours
• Autonomy to do research
• Accessibility in terms of study time and space
• No need to neglect family time and obligations
• Less expensive that traditional education
• No age limit
• Development of skills that can be applied to professional life
• Able to work and study and the same time
• The scholarship system

At the same time, some of the challenges faced by student are:
• Study independence
• Self-discipline in time management
• Responsibility for scheduling academic activities
• Complete the study work without the 100% support of a professor or tutor.
• Finding communication methods between classmates to facilitate learning and sharing experiences
• Mastering the technology used for teaching
• Self-regulatory aspects of learning
• Limitations or lack of equipment to complete all activities
• Lack of organization of some of the tutors
• Being able to pursue a Master’s degree after completing a Bachelor’s degree
• Difficulty in learning enough to be able to apply such knowledge

The experience from San Felipe Orizatlan has been a tremendous learning opportunity at the whole organization level. It allowed us to verify how the increased rate of development of the information and communication technologies can help not only to overcome distance and speed limitations in the communication process, but also in the design of alternative teaching methods based on such technologies. However, more importantly, is that such technologies ensure the penetration of university level education into highly deprived areas in Mexico.

Keywords:

TICS, TIC experiences, virtual learning , virtual education, High virtual education