## 6 Conclusions  
The research allows us to conclude that a student's perception of e-learning is affected by factors connected with the university and with the student. For the quality of e-learning to be high, the university must try to improve the innovation of the methods used by it and by academic teachers, both in terms of technology and teaching methods. In particular, there are problems with the \"soft\" aspects of e-learning and the use of new technologies in the way expected by students--e.g., availability of lecturers for e-consultations or quick response to messages from students. The realization of hypothesis H1a, which posits that the technical aspects of e-learning are evaluated more than its soft aspects, can be observed through a comprehensive analysis of the data collected from the study. The findings indicate a clear preference among the respondents for the technical components, such as the functionality of learning management systems, ease of navigation, and the availability of multimedia resources, which were rated significantly higher compared to the soft aspects, which include factors like interpersonal communication, emotional support, and collaborative learning experiences. This disparity suggests that participants place greater value on the tangible and measurable elements of e-learning that facilitate access to content and enhance user experience, rather than on the more nuanced and qualitative aspects related to social interaction and emotional engagement. Furthermore, this trend highlights a potential gap in the perception of the quality of e-learning, where the emphasis on technical efficiency may overshadow the importance of soft skills and interpersonal dynamics, which are crucial for a holistic learning experience. The implications of these findings call for a balanced approach to e-learning evaluation, ensuring that both technical and soft aspects are addressed to create a more comprehensive and effective online learning environment. Participants consistently expressed concerns about the effectiveness of traditional assessment methods within the e-learning framework, indicating a perception that these methods do not adequately measure the true understanding and mastery of the material. The data reveal that the respondents felt that online assessments, such as quizzes and timed exams, often fail to capture the depth of students' knowledge and skills, leading to questions about their validity and reliability. Furthermore, the lack of direct interaction with instructors during assessments was identified as a significant barrier to effective knowledge verification, as it diminishes opportunities for immediate feedback and the clarification of misunderstandings. This perspective highlights a critical gap in the e-learning experience, suggesting that reliance on automated assessments may not only undermine the learning process, but may also contribute to a superficial grasp of the subject matter. Consequently, the findings indicate a pressing need for innovative and robust assessment strategies that can better evaluate students' knowledge and learning outcomes in online environments, thus addressing the inherent weaknesses identified in the H1b hypothesis. In the case of hypothesis H2, the analysis revealed a significant relationship between students' perceptions of content accessibility and their overall satisfaction with the e-learning experience. Participants reported that when the learning materials were organized intuitively and presented in a user-friendly manner, they experienced a smoother and more efficient learning process. This ease of access not only facilitated the comprehension of complex topics, but also created a more engaging and motivating learning environment. Furthermore, the students expressed that the availability of various multimedia resources, such as videos, interactive quizzes, and discussion forums, contributed to their positive evaluation of the quality of e-learning, as these resources improved their understanding and retention of the material.