The present study primarily aimed to investigate the reality of distance learning in enhancing the quality of university education from the perspective of university professors. A field study was conducted on faculty members at the University of Continuing Education, affiliated with Echahid Hamma Lakhdar University in El Oued. The study adopted an analytical descriptive approach, with a sample size of 109 professors selected through comprehensive sampling. Data were collected using a questionnaire comprising 98 items covering seven dimensions. To test the study’s hypotheses, descriptive statistics (percentages, frequencies, and relative weights) were employed. The study yielded the following results: Flexibility and accessibility in distance learning enhance the quality of university education by 40%, according to professors’ perspectives. Technology in distance learning enhances the quality of university education by 40%, according to professors’ perspectives. Interaction and communication in distance learning enhance the quality of university education by 34%, according to professors’ perspectives. The academic quality of digital content in distance learning enhances the quality of university education by 35%, according to professors’ perspectives. Assessment and follow-up in distance learning enhance the quality of university education by 37%, according to professors’ perspectives. Professional development of faculty members in distance learning enhances the quality of university education by 36%, according to professors’ perspectives. Management and oversight in distance learning enhance the quality of university education by 32%, according to professors’ perspectives—a relatively low value compared to other dimensions.

Distance Learning, Quality of University Education