Communication pédagogique et compétences transversales dans les dispositifs de formation virtualisée : reconfiguration des dynamiques d’enseignement-apprentissage dans l’enseignement supérieur marocain.

Abstract

This article examines the transformations of pedagogical communication within hybrid and fully online learning environments in Moroccan higher education. Using an interpretive qualitative approach based on semi-structured interviews and the analysis of digital traces, the study explores how these environments reshape teaching and learning practices.
The findings show that virtualization goes beyond a simple transfer of face-to- face teaching, leading instead to a reconfiguration of interaction patterns, teaching roles, and student engagement. They also highlight the development of transversal skills such as autonomy, communication, and adaptability, while revealing a weakening of the balance between cognitive, social, and teaching presence.
Overall, this study provides a contextualized understanding of the challenges of hybrid learning and its role in fostering transversal skills.