The aim of this paper is to present a research investigating the opportunity to alternate inpresence
lectures with webinars and other online resources, in a context of post-graduate blended
education.
We’ll illustrate the data collected through a questionnaire submitted to about one hundred adult
students, participating to a blended course devoted to school teaching habilitation (PAS).
Participants were asked to evaluate their own effort to the course completion: when, how much
and where they were able to study the various sorts of materials (lectures, web-lectures, webinars,
etc.), whether they perceived interference by external or internal distraction factors.
As we shall see, the students’ opinion is that distraction is mostly caused by internal factors, an
issue that should be compared with the known relevance of interference due to BYOD and socialdevices
related multitasking. It turns out that internal causes of distraction provide an emerging
aspect of research on distance education.
