In times of the COVID19 pandemic, in Morocco as elsewhere, the acceleration of the use of information and communication technologies for education (ICT) is at the origin of new educational practices. This communication takes stock of the acceptance, use and appropriation of ICT in the effective so-called "hybrid" teaching of universities and more specifically in private higher education in Morocco. Our approach mobilizes a quantitative method using a structural equation model based on the classical and robust theoretical logics TAM and UTAUT. We show that this acceleration confirms a trend already present before the pandemic while proposing an often original hybridization which always articulates presence and distance.