The COVID-19 pandemic prompted educational institutions to transition from traditional teaching methods to remote learning formats. All classes, regardless of their subject matter, had to be conducted online. On the one hand, this situation revealed that it is possible to deliver high-quality courses through distance learning. On the other hand, it also highlighted that not all courses are suitable for online delivery. In many instances, in-person learning is necessary due to the complexity of the content, the nature of the activities involved, the methods of evaluation, or the level of interaction needed to achieve the desired learning outcomes.

Higher education institutions face a significant challenge in selecting the most effective method for delivering their courses, whether it be face-to-face, blended, or online. Deciding which courses should be offered in digital formats is often a complex process. These decisions are frequently influenced by operational and financial factors or even personal intuition. Many faculty members select their course modality without carefully evaluating its alignment with desired learning outcomes and pedagogical relevance.

There are several frameworks available for designing distance learning courses. However, comprehensive methodologies or guidelines are lacking, making it difficult for institutions to systematically assess and choose the most appropriate modality for each course during the curriculum design process. As a response, a structured framework was developed to systematically identify which courses are most suitable for digital modalities (blended or online) based on their learning outcomes, educational importance, quality, and learning value.

This framework, consisting of four criteria, was developed, tested, and validated by faculty members and academic program leaders. It was subsequently implemented across 44 undergraduate programs in various disciplines at a private higher education institution in Mexico.

The implementation resulted in approximately 25% to 30% of courses within a program becoming eligible for digital modalities. This tool aided faculty members in thoughtfully and deliberately selecting the most appropriate courses for each mode of delivery. Furthermore, to support this implementation, reviewing and adjusting institutional policies related to integrating digital education into academic programs was essential.

Developing a strong methodology and eligibility framework is an initial step towards accurately and meaningfully selecting course delivery modalities while also enhancing decision-making efficiency.

This document outlines a method for closing the knowledge gap regarding the methodologies that assist institutions and faculty in making informed decisions about course delivery methods. Future research could explore the applicability of this framework in various institutional and contextual settings, thereby enhancing our overall understanding.

Keywords: Higher Education, Digital Education, Distance Learning, Course Modalities, Frameworks, Education Quality.