Abstract

This article examines the evolution of pedagogical communication modalities, from face-to-face teaching to online interaction, in a context marked by the widespread use of digital technology. It highlights the transformations brought about by technological tools on teaching practices and the professional roles of teachers. Through a comparative analysis of classroom exchanges (both verbal and non-verbal) and mediated interactions (synchronous and asynchronous), the study demonstrates that technology does not replace educational communication, but rather redistributes its functions. The emergence of hybrid formats thus imposes a new conception of teaching, centered on pedagogical scripting, online social presence, and active learner engagement. The article concludes that the success of hybrid devices depends on thoughtful pedagogical design, ongoing teacher training, and equitable access to digital infrastructures.