Pedagogical Communication in Hybrid Mode in the COVID-19 Pandemic Era, Practices in Morocco and Reflections

Abstract

This article aims to analyze the performance of the hybrid education initiated in Morocco by the Ministry of National Education, Vocational Training, Higher Education, and Scientific Research to ensure pedagogical continuity in the context of the COVID-19 pandemic and following the emergence of the Omicron variant.

To this end, we relied on online questionnaires, targeting 104 learners on social media in order to highlight the performance of pedagogical communication and hybrid teaching based on their own experiences. The results show that most of them prefer this hybrid teaching model, despite the setbacks of this new educational form, including technical problems namely linked to poor connectivity, and the crashing of the platform, in addition to the lack of direct interaction and supervision, especially during the remote learning mode. The vast majority of respondents believe that education in Morocco can go digital in the medium and long term without the circumstances related to the pandemic.