Abstract Distance learning is rapidly gaining traction in academia as a means of improving teaching and learning, assisting universities in international recruitment, and meeting the rising demand for higher education. While most students have the digital skills needed to participate socially online, this knowledge does not always translate to the skills required to learn in an online environment. It's worth noting that as the COVID 19 pandemic spreads, many countries are switching to distance learning due to university closures. Therefore, educators and developers need to consider the effectiveness of distance learning especially after passing one year of practice in Kuwaiti context due to COVID 19 pandemic. Hence, this study focused on assessing distance learning experience's effectiveness in College of Basic Education students' viewpoint. After reviewing relevant literature, the author adapted an online questionnaire and generated 38 items that corresponded to the four dimensions used in this study: autonomy, student-content interaction, student-teacher interaction, and student-student interaction. A total of 138 students from the College of Basic Education completed the questionnaire. Data was analysed. The findings revealed that distance learning via VLEs encourages students to learn autonomously through distance learning. Moreover, the findings revealed that distance learning distance learning motivated students to learn more and simplified their learning. Finally, recommendations and future studies discussed and guide the field.