## 4 Results  
### Description of the Application Environment and Population Considered  
The model proposed in this work was applied in a controlled environment, which is part of the university that participates in this study. To evaluate the scalability of the model, it was applied in two educational models that are part of the university's academic proposal. The modalities are online education and a face-to-face education model. The two modalities share certain resources, such as technological infrastructure, services, educational platforms, and the institution's social networks. The differences were centered on the model since in the online education model learning is part of the central activities of each student who has the possibility of interacting with a tutor on a previously assigned schedule that generally includes one hour a week. The tutoring session was optional and the policy was that it mainly solves doubts that the student encountered during the week about the previous review that I carried with the resources established by the tutor and that serve as the resolution of the activities that this proposes. In a face-to-face education model, which this year has not been applied due to the pandemic that affects society, it is characterized because its teaching model is mainly based on the experience and knowledge of the teacher. The role that the teacher plays in this modality includes what he wants the student to learn, as well as how he wants him to do it.  
The infrastructure for both cases is unique, centered on an enterprise architecture. An educational platform that contributes to learning is the university's LMS. In the LMS, the subjects are structured turning them into virtual classrooms, organized in a hierarchical way following the line of each of the careers that each faculty offers. Inside the classrooms, they are organized by means of a generic template composed of modules where the first one provides all the information on the subject and the policies for the use of the platform. From the second module onwards, each one represents a study week, which amounts to 16 modules per study period. Each week is made up of three sections--in the first all the resources developed or referenced by the teacher on the subject to be discussed are placed. The second section describes information relevant to the schedule of tutorials or regular classes in the case of the face-to-face mode; for the online mode the respective programming of the tool used for synchronous tutoring is established. In the third section, all the activities that each student must carry out in the corresponding week are detailed. These activities in the online mode are three compulsories--a forum, a task and a questionnaire-type evaluation. In the face-to-face mode, the activities are proposed at the discretion of the teacher, so they can vary in quantity and in the evaluation mechanism. The online and face-to-face education models have been considered for the analysis in order to obtain a comparison that allows us to take the good things from each of the modalities and to strengthen them based on the results generated by the analysis.  
The population considered in the study belongs to the same faculty that offers the same career in both modalities. The career is administration and consists of approximately 500 students. However, only the third level of study and a single subject have been considered to further segment the population. This segmentation leaves a number of 50 students. The subject considered is advanced computing. Of the 50 students included in the study, 24 are part of the face-to-face education modality and 26 are from online education. In this matter, it was detected that there is a greater number of repetitions and even number of dropouts for the third enrollment, a state where students are forced to abandon their studies.