## 4 Results
### Quality of E-Learning and Its Relation to Information Technology, Resources, and Innovation  
In the last stage of the conducted research, it was decided to examine the relation between the quality of e-learning in Polish universities and the following elements: student's knowledge of information technology, their possession of the resources necessary for e-learning, and their assessment of the innovation of e-learning solutions used by the university where the student studies. [PERSON]'s rank correlation coefficient was also used for the analysis. The results are presented in Table 6.  
For all the examined variables concerning the quality of e-learning provided by Polish universities, all the correlation coefficients contained in Table 6 are statistically significant at the statistical significance level of \(\alpha\) = 0.05. Based on the research, the following dependencies were found:  
* The greater the students' knowledge of information technology, the better they assess the quality of individual aspects of e-learning implementation. The correlations are not high, but they are statistically significant;
* The better the resources the student has to participate in e-learning, the better they assess the quality of classes carried out using this method. In this case, the correlations are at a higher level. In particular, the highest correlation coefficients occur for the following variables--Q7 (the e-learning tools used by the university are accessible (correlation coefficient 0.52)); Q6 (e-learning materials are of high quality (correlation \begin{table}
\begin{tabular}{l c c c c c} \hline \hline \multirow{2}{*}{**Variables**} & \multicolumn{5}{c}{**Ease with Which the Student Can Acquire**} \\  & \multicolumn{5}{c}{**Content in E-Learning**} \\ \cline{2-6}  & **1** & **2** & **3** & **4** & **5** \\ \hline The university supports students in the e-learning process & 2.79 & 2.93 & 3.33 & 3.54 & 3.77 \\ \hline E-learning is an effective way of learning & 1.50 & 2.02 & 3.12 & 3.96 & 4.42 \\ \hline E-learning allows one to acquire knowledge & 1.97 & 2.65 & 3.58 & 4.21 & 4.65 \\ \hline E-learning allows one to verify knowledge & 1.74 & 2.14 & 3.14 & 3.67 & 4.28 \\ \hline E-learning allows one to easily access academic teachers & 2.26 & 2.58 & 3.11 & 3.82 & 4.13 \\ \hline E-learning materials are of high quality & 2.00 & 2.88 & 3.32 & 3.83 & 4.21 \\ \hline The e-learning tools used by the university are accessible & 2.87 & 3.43 & 3.68 & 4.10 & 4.33 \\ \hline Academic teachers are helpful to students (in the context of e-learning) & 2.55 & 3.14 & 3.35 & 3.78 & 4.13 \\ \hline Academic teachers are competent (in the context of e-learning) & 2.66 & 3.01 & 3.29 & 3.62 & 3.97 \\ \hline Academic teachers care about the security of students’ personal data (in the context of e-learning) & 2.89 & 3.28 & 3.53 & 3.77 & 4.04 \\ \hline Academic teachers respond quickly to e-mails & 2.84 & 2.92 & 3.19 & 3.51 & 3.78 \\ \hline Academic teachers conduct e-learning in a strictly determined time & 3.63 & 3.76 & 4.02 & 4.29 & 4.47 \\ \hline Using the e-learning platform is convenient & 2.78 & 3.50 & 4.22 & 4.48 & 4.63 \\ \hline Logging in to the e-learning platform is easy & 3.27 & 4.04 & 4.36 & 4.58 & 4.65 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: The quality of e-learning in the surveyed universities in relation to the assessment of acquiring e-learning content. coefficient 0.49)); Q8 (academic teachers are helpful to students (in the context of e-learning (correlation coefficient 0.48));
* The higher the student evaluates the innovativeness of the e-learning solutions used by the university, the higher they evaluate all the examined variables concerning the quality of the e-learning classes conducted at the university.