Introduction:
E-learning has become a crucial element of modern education, providing flexible and accessible learning opportunities. Defined as education facilitated by technology, e-learning encompasses various forms such as online and digital learning. The aim of this study is to investigate the e-learning experiences and challenges of higher education students in Slovenia, focussing on their interaction with e-learning platforms and the support they receive from teachers.

Methodology:
A quantitative research design using the E-Learning Experience Evaluation Scale (3E Scale) was applied to collect data from 488 students of different disciplines in Slovenia. Data collection was conducted via an online questionnaire that measured various aspects of e-learning, including effectiveness of learning, teacher's role, delivery and support, and perceived barriers. Statistical analyses included descriptive statistics and inferential tests such as the Mann-Whitney U-test and the Kruskal-Wallis H-test to examine differences in e-learning experiences between genders and study programmes.

Results:
The 3E scale scores (5-point Likert scale) obtained from the students were (M = 3.47, SD = 0.665 (95% CI 3.28, 3.52), p = 0.000). The mean total scores for the four factors were: Effectiveness of learning (M = 3.11, SD = 0.98), Teacher’s role (M = 3.78, SD = 0.84), Delivery and support (M = 3.47, SD = 1.19) and Perceived barriers (M = 3.16, SD = 0.95). Female students reported more positive experiences with e-learning than male students, particularly in terms of the effectiveness of learning (U = 7074.00, p = 0.026). In addition, female students had a higher mean score (M = 3.31, SD = 0.88) compared to male students (M = 2.89, SD = 0.941). Social science students rated the effectiveness of learning significantly higher than students in other disciplines (χ2 = 14.346, p = 0.002), with a mean of (M = 3.46, SD = 0.976). In addition, students of professional studies and applied sciences perceived more barriers related to the open- source learning management system (χ2 = 11.445, p < 0.001).

Discussion:
The results show the complexity of e-learning experiences among higher education students. The positive feedback regarding the effectiveness of e-learning platforms emphasises their potential to improve learning outcomes. The important role of teachers in supporting e-learning was also emphasised, with students valuing the digital skills and availability of their teachers. However, perceived barriers, particularly technical issues with e-learning management systems, point to areas for improvement. These findings suggest that while e-learning offers significant benefits, overcoming technical challenges and better faculty support are critical to optimising the learning experience.

Conclusion:
E-learning offers significant benefits in terms of flexibility and accessibility, which are highly valued by students. However, the study shows that these benefits can only be fully realised if the technical and support challenges faced by students are addressed. Improving the design and implementation of e-learning platforms as well as improving the support and training of teachers can significantly improve student satisfaction and learning outcomes. Future research should investigate these aspects further, considering different educational contexts and incorporating both qualitative and quantitative methods to gain a comprehensive understanding of the e-learning experience.

Keywords: Digital learning, Learning platforms, educational technology, Learning management systems, student satisfaction.