Abstract
Education has rapidly shifted into distance learning after the onset of the COVID-19 pandemic. Students with varying learning levels from Saudi Arabian universities started online lessons through programs and applications. Supporters and opponents of distance learning have different opinions about distance education. In this context, this study focused on actual quality standards of distance learning and identified five axes of education quality to improve learning and develop technical tools for learning. The findings of the study are relevant to the specific context of the crisis and aim to meet international quality standards. We adopted the social survey method using the five axes. A questionnaire and a study sample of 1240 respondents from 42 universities and colleges were used. The data determined the level of quality of distance education and the extent to which students benefit from it. The interactive axis achieved the highest average rating, whereas the evaluation axis achieved the lowest average rating. Furthermore, the study shows that students agreed that distance education was useful during the pandemic, but it is less effective than face-to-face learning, and they value the elements of live lessons and interactions. These findings can be used to develop teaching practices in distance learning through the adoption of technology in line with global trends; through the use of learning to overcome difficulties; through open, unlimited areas of learning during crises; and through the development and activation of these dynamics. These outcomes can deliver higher results at a desired scientific level.