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.

中文翻译：

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在COVID-19大流行期间实现远程学习和电子考试的障碍比较

这项研究的目的是找出实现高质量远程学习和使用电子考试的障碍和障碍，并将其与在冠状病毒大流行（COVID-19）期间在远程教育系统中寻求成功进行比较。它还旨在确定远程教育两个主要组成部分之间的相似性和差异。这是基于来自阿拉伯世界大学（即阿尔及利亚，埃及，伊拉克和巴勒斯坦大学）的教授和学生的评估样本。我们采用了一种描述性的方法，即使用问卷调查（开放式问题），从两个不同的组中方便地选择了样本：（1）400名教授，学生从600名分布的（即阿尔及利亚，埃及，巴勒斯坦和伊拉克）反馈，以及（2）152名教授和从300份分发给学生的反馈（即，加沙省的巴勒斯坦大学）。结果表明，教授和学生在远程学习和电子考试中都面临着27个障碍，根据样本分为四类（类别）。将来还将提出理解和克服这些障碍的建议，以改善远程学习和电子考试。协调远程教育发展的努力非常重要，特别是对于使用远程学习和电子考试的大学。将来还将提出理解和克服这些障碍的建议，以改善远程学习和电子考试。协调远程教育发展的努力非常重要，特别是对于使用远程学习和电子考试的大学。将来还将提出理解和克服这些障碍的建议，以改善远程学习和电子考试。协调远程教育发展的努力非常重要，特别是对于使用远程学习和电子考试的大学。