The probability of changing preferences for study modalities was evaluated based on the experience of distance education during the COVID-19 pandemic among students of Marketing at a university in the Ecuadorian Andes. The analysis was based on the application of a questionnaire concerning factors associated with institutional conditions, as well as personal factors. Based on the data, the probability of changing the mode of study was estimated using a discrete choice model (logit-probit). The selection of the most appropriate model was based on the correct classification of the data (confusion matrix). The results show that certain aspects of personal satisfaction (physical space, dedication, time, commitment, content assimilation), Internet connection and flexibility of study plans are statistically significant. Student satisfaction with pedagogical planning, virtual platform, communication with teacher, virtual tutoring process, autonomous learning, teaching methodology, virtual classroom materials, complementary materials, evaluation process, variety of evaluation instruments and resolution of doubts do not generate changes in preferences. Therefore, the institution could promote this modality of studies by offering scheduling facilities and greater flexibility in the curriculum.