R. Valencia

Latin American Institute for Educational Communication (MEXICO)
In Mexico, each university offering distance or open education, maintains its unique way on how to deliver services to their students. The Center for Research and Advanced Studies of the National Polytechnic Institute, presented the White Paper e-learning in Mexico 2013, showing the art of e-Learning in the Higher Education Institutions (HEIs) in Mexico.

In this document, we highlight that there are 2,440 public and private higher education institutions of which only 1% is in the public domain that provides the undergraduate level with distance e-learning support and 4% private, in addition to 668 public HEIs in the country, 184 (27%) have a website and e-learning platform and only 26 of them offer online distance races as a formal part of its structure and academic offerings, of which 18 are more established for this purpose, usually by being linked to one of the great institutions of higher education in the country (Valencia et al., 2013).

About 83% of the increase in enrollment in 2011 occurred in public institutions, and increasingly open as an virtual option.

According to the White paper e-learning in Mexico 2013, in some public universities disadvantaged, academic, administrative, subject experts, technologists, teachers, complain of having insufficient training methodologies and tools to enable this integration. This is manifested in biased, incomplete applications, poorly integrated into corporate strategic planning, some planned expenses and other elarming symptoms. All this has led to a limited perception of the concept of online education, without analyzing its different dimensions (strategic and operational).

This situation is generating insufficient analysis of the available information, although it is really wide, suffers from an accurate reading of existing indicators and the significance of the effects of online university education .

There are very different levels of quality and a partial development of the rules governing distance education. It is also expressed in the document, the shortsightedness of executives from both public and private HEIs to make substantive changes within their institutions and insert online education under a clearly defined educational model that is part of your system at the same level as the classroom education and not just a second option, without a strategic line and quality to deliver this modality.

These rates also reveal one of the main problems observed in the responses provided by the national public IES: The little funding to implement the whole technological, educational and administrative structure that distance programs require the use of e-learning and ICT. We are seeing an advancing rapidly technological obsolescence, which involves large investments if we keep up and ahead, it is essential that educational institutions participate in alliances and investments to ensure that technological advances can be incorporated quickly.