This study aims to reveal the obstacles to achieving quality in distance learning during the Coronavirus (COVID-19) pandemic and was based on a large sample of professors and students of universities in the Arab world (Algerian, Egyptian, Palestinian, and Iraqi). The primary aim of this research was to investigate the various ways in which students pursued their studies at home during the university suspension as a result of COVID-19. In this paper, the researchers use an exploratory descriptive approach through a questionnaire with a conveniently selected sample of 400 professors and student’s returns out of 600 were distributed. The results indicate that the professors and students faced self-imposed obstacles, as well as pedagogical, technical, and financial or organizational obstacles. Recommendations are presented to overcome and understand these obstacles to benefit in the future during unexpected or similar problems.

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams.

In the context of the COVID-19 pandemic, we aim to identify and understand the obstacles and barriers in applying electronic exams successfully in the process of distance education. We followed an exploratory descriptive approach through a questionnaire (one general, open question) with a sample of university teachers and students in four of the largest universities Palestinian in Gaza. A total of 152 were returned from 300 distributed questionnaires. The results indicate that the university teachers and students faced 13 obstacles, of which 9 were shown to be shared between teachers and students, with a significant agreement in the regression analysis. Several of the obstacles perceived by respondents are in line with the literature and can be addressed by improved examination design, training, and preparation, or use of suitable software. Other obstacles related to infrastructure issues, leading to frequent power outages and unreliable internet access. Difficult living conditions in students’ homes and disparities in access to suitable devices or the internet make social equity in connection with high-stakes examinations a major concern. Some recommendations and suggestions are listed at the end of this study, considering local conditions in the Gaza governorates.