Invisible Frontier: Educational Transformation and Latent Dropout in the Virtual Higher Education

The article explores how administrative management and institutional support influence student retention in the virtual modality at Corporación Universitaria Americana (C.U.A.). It starts from the concept of an "invisible frontier" created by digital flexibility, which weakens the sense of belonging (Tinto, 1975). Using a qualitative approach based on internal documents, it reviews processes such as the PARE program and contrasts them with research on learning analytics (Siemens, 2010). Findings highlight a reactive management that fails to prevent dropout. In response, it proposes the Accompaniment and Traceability System (S.A.T. 2.0), which integrates real-time data and artificial intelligence to intervene early. The goal is to build a truly inclusive virtual education that keeps students connected.