Abstract: Covid-19 is a new virus that emerged in China last December 2020. It is easily transmitted from one person to another due to close contact between them. At first, no one knew that a single infected person with this "deadly" virus would spread throughout the world, causing a huge epidemic. On top of that, the authorities of almost all countries in the world have set out to take a series of health measures to control the transmission and spread of the virus, which has caused many deaths. The epidemic has indeed affected the social, economic, political and cultural life of all societies without any discrimination. There was perhaps only one undeniable truth to be said about this virus; this was his justice, his universal dimension! Regardless of salary, gender, geography, race and ethnicity or social status, the coronavirus has affected everyone. Thus, the coronavirus paralyzed our daily lives; it has been devastating for all our value systems and as a result the education system has not been immune from this scourge. There was a sudden and unresolved upheaval that had undoubtedly had a devastating effect on the continuity of learning. Due to the closure of schools and universities around the world, learning has been almost completely interrupted and is unprecedented in history and still is. Therefore, innovation and creativity fueled by this crisis had to act as leverage to make education systems more equitable, inclusive and flexible. This sudden shift to distance education has forced students and teachers around the world to use technologies to maintain at least the absolutely necessary communication-interaction between them. Effective teaching would not be possible without communication, as new learning often relies on the acquisition of new knowledge. Only in distance education, as in traditional education, interactions are essential for learning. Three types of interactions will be discussed in this study: learner-instructor, learner-content, and learner-learner. Since the education system includes several educational actors, in this study we will focus more on the university level, more specifically on communication and interaction between students and teachers. This qualitative study was carried out using the document analysis method. Structured Abstract: The world that has been hard hit by the Covid-19 pandemic has been grappling with its devastating consequences for a year. The shock wave of the Covid-19 pandemic in 2020 affected all sectors of activity. Faced with the current crisis, but also with a view to reducing its impact, the administrative and pedagogical teams have indeed mobilized to ensure pedagogical continuity within the universities, attentive to continuing the dissemination of knowledge, to ensuring a link social, to alleviate the sometimes increased isolation of some, and to allow others to maintain an intellectual or cultural activity. Because it was about the academic life of 1.5 billion pupils and students in 165 countries. Business continuity measures have been put in place to ensure minimal operation of the establishment during this period of closure, particularly in terms of education. To this end, distance learning is offered as an alternative guaranteeing educational continuity. It therefore leads students to listen to their friends and teachers to the extent that the preferred platform allows them to do so. Teachers try to do this with synchronous and asynchronous communication. The idea is to maintain the link between teachers and students through tools (forum, web conference, group mail, etc.) and maintain a form of interactivity. For the past year, courses have been conducted by the university's teaching teams on the platform in order to ensure educational continuity for all students. After the first wave of the coronavirus, teachers are once again motivated and are looking at how they could adapt their lessons to these new constraints. They have practiced distance learning so that the innovative solutions implemented have a greater effect. The university's website invites students to follow the instructions sent to them by email (via institutional messaging) by their educational managers. Another tool used to communicate with the entire academic community is social networks. Because, this community is very active, and there are a lot of questions online, from worried students or who asked practical questions about their course. As a platform, Classroom ensures educational continuity. Although some complain that Classroom does not give enough opportunity to discuss and interpret what they see and hear during the course, some say that despite its drawbacks and shortcomings, this online platform allows them to interact at least with their friends and teachers during the course. In distance learning as in traditional education, interactions play an important role in learning. Moore examines three essential types of interaction in distance education: learner-instructor, learner-content, and learner-learner. Nowadays, learners need to interact not only with the teacher or the content, but also with their friends. For most teachers, learner-learner interaction allows students to form online learning groups among themselves, discuss course topics, share ideas, and develop critical thinking skills. Allows. Thus, it encourages learning. Indeed, it can be said that the expected interaction between the students in this sense does not take place. With the closure of schools in 191 countries, millions of learners do not have access to the internet or no computer, recalls Unesco. These inequalities pose a real threat to the continuity of learning in this time of unprecedented disruption to education, underlines Stefania Giannini, UNESCO's Assistant Director-General for Education. A few suggestions: In this new context, it can be difficult to get in touch with students. However, communicating effectively is particularly important for them insofar as the peri