Abstract:

Although we know that educational reforms have to go hand in hand with administrative reforms, this also applies in the case of changes and adaptations in institutional educational models.

To generate change in an institutional educational model, each institution generally traces the path of change. In summary, this begins with the work that will be carried out by a group of education specialists that will consider both pedagogical issues and the institutional mission and vision. Subsequently, the opinion of other working groups of various educational and administrative actors will be integrated to refine the proposal. Then, it will be presented to the corresponding authorities for acceptance, which includes adjustments in administrative management, economic investment in technology, adaptation or creation of necessary spaces, among other elements to take into account. Finally, it will be officially presented to the educational community. Its implementation will include a training period, and obviously, a period of resistance to change, for after an extensive time, we will be able to evaluate the fruits of that change. This in the case of, we repeat, institutional educational models, because thinking about national educational changes, these would have to be accompanied by political reforms of a state that would have to be accompanied by a specific vision on the role of education for the country, including , would have to be in accordance with its economic model. So, we would be talking about an educational revolution, for which these changes are sometimes unthinkable.

Well, the time has come and not only for an institution or country, an educational change has come with the urgency of transitioning from face-to-face classes to remote classes since the Covid 19 pandemic, in the year 2020. A change that covers the entire education sector, from basic levels to postgraduate level, both in large cities and remote towns, of education provided by the state and private education, a change that occurs overnight, changes the model face to face at a distance.

This document will present part of the discussion of a study that, although it started in 2019, is complemented by what is happening in the educational field in this year 2020, a research project carried out at the National Polytechnic Institute (IPN) of Mexico , particularly at the Center for Economic, Administrative and Social Research (CIECAS).

It includes the analysis of Distance Education Model, particularly at the master's level, in addition to the fact that these results face the current need to change face-to-face postgraduate courses to distance format, this change is due to the circumstances of isolation and home confinement. Which leads us to wonder about the efficiency of the institutional distance model in this institution. Is this own educational model being applied for distance learning? Or is the model being used face to face but now with remote technology? Is that transition accepted as an educational enrichment opportunity or is it just a temporary response?

This paper will present the first results of a qualitative analysis (interview with key informants) to answer the previous questions, but particularly focused on learning management, since the actors and technology remain, but what happens to learning management? Will it be an important element for educational success? Reflection in this regard can help us transition not only from technology but also from education.

Keywords:

Distance education - b-learning - e-learning - Covid19 - Postgraduate studies, learning management.