The most widespread form of electronic education, which is also used by the current generation of university students, is Blended Learning. LMS systems are generally used for this electronic support of face-to-face teaching. The aim of the presented study was to verify the impact of a specific e-learning environment on the knowledge and evaluation of the e-course by students of the University of Presov through a natural pedagogical experiment. By the term specific e-learning environment, we understood in the work a complex of Google applications, which were interpreted as a Learning Management System. The results show a zero effect between the choice of e-learning environment, i.e. between the LMS Moodle and Google Apps platforms, with regard to the proven knowledge and subjective evaluation of the e-course across qualitatively diverse courses. We note that both educational systems are equally technologically demanding for students. Within the generation of students in whom we automatically assume computer knowledge, we cannot expect them to acquire it themselves. In the context of the results of the experiment, it is therefore necessary to devote more intensively to the promotion of the use of controlled teaching systems for tertiary education students, to ensure support for students and teachers, e.g. in the form of multimedia guides—tutorials and by combining LMS Moodle and Web 2.0, 3.0, Google Apps, or systems available at universities such as Office 365.