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This chapter presents a combined approach of social and open data to evaluate a hybrid education model with online and face-to-face classes. The study consists of a sample of 310 students from the UPIITA-IPN college. Thus, a grouping model was applied based on each student's profile and academic performance in various subjects to identify patterns and learning styles. In addition, a social sensor of emotions was implemented to measure reactions in online and face-to-face classes. It helped to identify which strategies and methods are most significant for student performance. Data were collected from forms and the Twitter social network, filtering data by general opinions about learning and experiences in class. Considering trends and patterns, we identified four types:

Pattern (1) personalization of learning: This group stood out because online teaching allows you to work at your own pace and on your own schedule. In addition, a trend toward a more individualized learning approach or the versatility of personalizing learning was observed. Pattern (2) an excessive number of channels and information: This group of students was characterized by feeling overwhelmed by the amount of information they must process in an online environment, in addition, to using various communication channels (messaging, Classroom, Zoom, Teams, email, among others) this was associated with a feeling of isolation and a lack of commitment. Pattern (3) inequality and asynchronous learning: Students with difficult access to adequate resources at home (connection, own computer, etc.). They were characterized by not being able to have the same performance in the different learning activities and expressed that the content must be adapted to the individual needs of the students. Technical problems, such as Internet connection failures or problems with electronic devices, interrupted the learning process and generated frustration for students and teachers. Pattern (4) lack of social interaction: This affected the student's ability to develop social and emotional skills. Moreover, it generates difficulties for the students to collaborate, slowing the development of social and emotional skills. It concluded that a hybrid model is successful, having schemes combined with 65% face-to-face sessions and 35% online.