Indonesian Journal of Electrical Engineering and Computer Science Vol. 28, No. 1, October 2022, pp. 284~296 ISSN: 2502-4752, DOI: 10.11591/ijeecs.v28.i1.pp284-296  284 Journal homepage: http://ijeecs.iaescore.com Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning Kaouni Mouna, Lakrami Fatima, Labouidya Ouidad Department of Physics, Faculty of Science, Chouaib Doukkali University, El Jadida, Morocco Article Info ABSTRACT Article history: Received Sep 23, 2021 Revised Jun 17, 2022 Accepted Jul 8, 2022 This research presents an investigation of the problems faced by Moroccan higher education students after the face-to-face learning was reinstated following the COVID-19 pandemic crisis. The proposed methodology is based on an exploratory descriptive analysis through a survey that involved students from different higher education institutions and residing in various regions of Morocco. The collected results revealed that students face pedagogical, technical and organizational constraints that prevent them from making a successful transition to distance learning, even if only partially. Indeed, many students are not motivated by the use of information and communication technology (ICT). The study finally provides recommendations for understanding and overcoming these problems. Keywords: COVID-19 E-learning Higher education New information and communication technology Online learning platforms This is an open access article under the CC BY-SA license. Corresponding Author: Kaouni Mouna STIC Laboratory, Department of Physics, Faculty of Science, Chouaib Doukkali University El Jadida, Morocco Email: mounatikaouni@outlook.com 1. INTRODUCTION Higher education in Morocco continues to experience various problems due to the consequences of the COVID-19 pandemic. These problems result from the transformation of the teaching mode from face-to- face to distance learning. During the period of school closures, many studies to evaluate distance education have been conducted [1]–[11] The majority of these researches have pointed out that the digital transition exposed several socioeconomic problems, notably that of inequality among students [12]. The lack of computing resources and a good network infrastructure, [13]–[16] has prevented the effective implementation of distance learning among low-income families [17], [18] and those living in rural areas. In addition, students were not experienced with the use of information and communication technology (ICT) for distance learning, so from the very beginning, every student was confronted with different teaching techniques or teaching platforms, depending on the institution or sometimes on the class. Moreover, the use of digital tools has created computer-related eye Fatigue among students [19], [20]. As well as the inability to keep up with the new learning pace. After the brutal transition to distance learning, and due to the absence of a ministerial decision that homogenized the digital tools to be adopted by the instructors, several approaches have been adopted. Some professors decided to record and publish their courses on private/public websites. Some simply shared their course materials, either by e-mail, on WhatsApp, Edmodo or via the cloud (Google drive for example). Some institutions have developed privatized platforms to allow a restricted and protected sharing of course materials. So, the diversity of sharing platforms within the same institution has further complicated the process of distance learning, especially in the absence of a prior training on the use of these tools. There is also the psychological impact of the confinement during the crisis that has limited contact and interaction