The present research adopts the learner’s perspective and puts learning in videoconferencing (VC) at university level on center stage. The objectives are to better understand this particular learning context and to formulate some recommendations based on experience. A descriptive correlational study was conducted in 11 courses given in VC in 3 universities to study the factors associated with learner’s attentional difficulties. Two questionnaires were used. The first allowed to establish a profile of the participants while the second used the experience sampling method to facilitate the collection of data on the experience at two moments in time. Several statistical methods were employed to process data, including a path analysis and an ANOVA «2 sites 2 times». Results indicate, among other things, the importance of the site and its moderating influence on several factors, including the teaching method. The results are summarized in this article and recommendations for organisation and educational professionnals are formulated. Several avenues of research are also identified. The overall results are of interest to researchers, administrators, instructional designers and teachers who work with videoconferencing.