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.

The study aimed to identify the level of possessing creative teaching skills among a sample of faculty members in Algerian universities and to find out whether there were differences in the respondents' assessment of the level of having creative teaching skills due to gender, years of service and academic rank. The study followed the descriptive analytical method. The sample consisted of (260) faculty members of four Algerian universities that, were selected in a simple random way. A questionnaire designed by the researcher was used to measure the skills of creative teaching. The results showed that the assessment of faculty members in Algerian universities for their creative teaching skills was low, with relative weight of (42.46%). The results also showed that there were statistically significant differences between the average scores of the sample members of the level of creative teaching skills attributed to the gender variable in favor of the female members, and the academic specialization in favor of human sciences. There were no differences of statistical significance between the average scores of the sample members in the level of creative teaching skills attributed to the years of service and academic rank. The study recommended that the university administration should take care of on-service training to faculty members in the field of creative teaching in order to help them develop their teaching skills.

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The study aimed to identify the level of possessing creative teaching skills among a sample of faculty members in Algerian universities and to find out whether there were differences in the respondents’ assessment of the level of having creative teaching skills due to gender, years of service and academic rank. The study followed the descriptive analytical method. The sample consisted of (260) faculty members of four Algerian universities that, were selected in a simple random way. A questionnaire designed by the researcher was used to measure the skills of creative teaching. The results showed that the assessment of faculty members in Algerian universities for their creative teaching skills was low, with relative weight of (42.46%). The results also showed that there were statistically significant differences between the average scores of the sample members of the level of creative teaching skills attributed to the gender variable in favor of the female members, and the academic specialization in favor of human sciences. There were no differences of statistical significance between the average scores of the sample members in the level of creative teaching skills attributed to the years of service and academic rank. The study recommended that the university administration should take care of on-service training to faculty members in the field of creative teaching in order to help them develop their teaching skills. Keywords: Teaching skills, Creative teaching, Faculty members.