Evaluating E-Learning Quality in Higher Education: A Mixed-Methods Study of Student Experience

Abstract The rapid development of digital technologies has significantly reshaped the way higher education institutions deliver their services. E-learning, as a form of digital service (e-service), has become an essential component of academic teaching, especially following the global shift toward remote learning. However, the effectiveness and quality of these services remain a subject of increasing interest and scrutiny. This study evaluated the quality of e-learning in higher education from the student-experience perspective using a mixed-methods design. An online questionnaire was administered to university students, and the findings were triangulated with empathy mapping and a structured usability audit of the learning platform. The analysis examined five dimensions: content accessibility, clarity of communication, technical usability, student-instructor interaction, and emotional engagement. Quantitative indicators of service quality were integrated with qualitative evidence capturing students’ thoughts, feelings, and expectations regarding online learning. Conducted in courses at a Polish university, the study offers evidence-informed recommendations for the design, delivery, and evaluation of online courses to improve student satisfaction and learning outcomes.