## 4 Results
### Identification Factors Among Quality of E-Learning Variables
\begin{table}
\begin{tabular}{l c c c c c} \hline \multicolumn{6}{c}{**Students’ E-Learning Assessment**} \\ \cline{2-6} \multicolumn{1}{c}{} & \multicolumn{1}{c}{**S1**} & \multicolumn{1}{c}{**S2**} & \multicolumn{1}{c}{**S4**} & \multicolumn{1}{c}{**S5**} \\ \multicolumn{1}{c}{} & \multicolumn{1}{c}{**Student’s**} & \multicolumn{1}{c}{**Student’s**} & \multicolumn{1}{c}{**Student’s**} & \multicolumn{1}{c}{**Knowledge of**} & \multicolumn{1}{c}{**Possession of the**} & \multicolumn{1}{c}{**Innovation of**} \\ \multicolumn{1}{c}{} & \multicolumn{1}{c}{**Content**} & \multicolumn{1}{c}{**Information**} & \multicolumn{1}{c}{**Resources**} & \multicolumn{1}{c}{**E-Learning**} \\ \multicolumn{1}{c}{} & \multicolumn{1}{c}{**Acquisition in**} & \multicolumn{1}{c}{**Acquisition in**} & \multicolumn{1}{c}{**Technology by the**} & \multicolumn{1}{c}{**The**} & \multicolumn{1}{c}{**Necessary to**} & \multicolumn{1}{c}{**Solutions Used by**} \\ \multicolumn{1}{c}{} & \multicolumn{1}{c}{**Traditional**} & \multicolumn{1}{c}{**E-Learning**} & \multicolumn{1}{c}{**Student**} & \multicolumn{1}{c}{**Participate in**} & \multicolumn{1}{c}{**E-Learning Classes**} & \multicolumn{1}{c}{**the University**} \\ \hline Q1 The university supports students in the e-learning process & 0.156 & & & & 0.153 \\ \hline Q2 E-learning is an effective way of learning & \(-\)0.262 & 0.363 & 0.214 & 0.061 & \\ \hline Q3 E-learning allows one to acquire knowledge & & 0.237 & & & \\ \hline Q4 E-learning allows one to verify knowledge & & & & 0.316 & \\ \hline Q5 E-learning allows one to easily access academic teachers & \(-\)0.084 & & 0.124 & & \\ \hline Q6 E-learning materials are of high quality & & & & 0.0879 \\ \hline Q7 The e-learning tools used by the university are accessible & & & & 0.208 \\ \hline Q8 Academic teachers are helpful to students (in the context of e-learning) & & & & 0.14 \\ \hline Q9 Academic teachers are competent (in the context of e-learning) & & & & \\ \hline Q10 Academic teachers care about the security of students’ personal data (in the context of e-learning) & & & \(-\)0.100 & \\ \hline Q11 Academic teachers respond quickly to e-mails & & & & \\ \hline Q12 Academic teachers conduct e-learning in a strictly determined time & & & & \\ \hline Q13 Using the e-learning platform is convenient & 0.059 & & & 0.087 & \\ \hline Q14 Logging in to the e-learning platform is easy & & & & \\ \hline Intercept & 4.55 & 1.001 & 1.629 & 2.294 & 1.373 \\ \hline R & 0.467 & 0.727 & 0.454 & 0.497 & 0.591 \\ \hline R\({}^{2}\) & 0.218 & 0.528 & 0.203 & 0.247 & 0.350 \\ \hline Adjusted R\({}^{2}\) & 0.199 & 0.517 & 0.186 & 0.228 & 0.334 \\ \hline Standard error of estimation & 0.9439 & 0.858 & 1.011 & 0.809 & 0.801 \\ \hline \end{tabular}
\end{table} 
Table 10: The multidimensional model of relationships between e-learning quality variables and students’ e-learning assessment. Starting with S1, which represents students' assessment of content acquisition in traditional teaching, it is shown that Q2 (e-learning is an effective way of learning) has a negative coefficient of \(-0.262\), suggesting that students who view e-learning as effective may rate traditional teaching less favorably. Q1 (the university supports students in the e-learning process) has a positive coefficient of 0.156, indicating that better university support in e-learning correlates with more positive assessments of content acquisition in traditional teaching. The model has an R value of 0.467, meaning there is a moderate correlation between the predictors and the dependent variable. The R-squared value is 0.218, meaning 21.8% of the variance in S1 can be explained by the independent variables in the model. For S2, representing students' assessment of content acquisition in e-learning, Q2 is the most significant predictor, with a coefficient of 0.363, suggesting a strong positive relationship between students' perception of e-learning's effectiveness and their assessment of content acquisition in e-learning.