Learning Leverage for Online Distance Education (D.E.): A New Key Performance Indicator Proposition for Higher Education Management; Case Study of AUL University – Lebanon.

Global inflation in addition to the recent pandemic led to a global shift in teaching methods and techniques. In Lebanon, the online learning was implemented in schools and universities as a form of distance education without a proper training for students and instructors. The abrupt transition to online learning presented a new challenging evaluation system for students at any higher education institutions like the “Arts, Sciences and Technology University of Lebanon” known as (AUL). Using an inductive approach based on the researcher's observations for a complete year, and the semi-structured interviews conducted with the university students and instructors, this exploratory study aims to highlight the gaps within the applied online system at AUL, particularly in regards to the adopted examination and the student’s evaluation system. Our findings reveal the high impact of student’s skills on their online academic achievements, versus the low impact of their knowledge levels. Thus, we propose in this study a useful evaluation method that we called “The Learning Leverage Ratio” or the L.L.R. system. [ABSTRACT FROM AUTHOR]