Abstract: This paper attempts to study the perceptions and attitudes of Moroccan university students towards the operability, practicality, familiarity, and gratification of distance education in maintaining, reinforcing, and developing their educational level. A sample of 250 university students is targeted through an online field survey to empirically measure their e-teaching/learning achievability. The indelible truth of the shortage of the necessary ICT equipment’s – both as insufficiently ICTized teaching/learning platforms in the university and as a PC/Wi-Fi paucity among poor students- sticks out here as a major bipolar complex variable that is useful enough in the formulation of the central hypothesis and research question of this paper. This latter hypothesizes that in view of that shortage, professional online education (e.g., MOOCs) may not lead to attain the sought academic achievability. Results obtained have confirmed this hypothesis, i.e., Moroccan universities, especially public ones, must invest more, especially in equipment’s and training, so that their distance education strategies and plans can practically be meaningful and productive on a professionally international level.