In 2006 and 2008, two large trans-national residential summer schools on conservation science were organized as intensive programs. Learners were not only second/third cycle students in both exact sciences and humanities, but further practicing restorers; consequently their educational background, and even their way of approaching scientific problems, were very diversified, and evaluation of the feedback brought about an urgent need for leveling knowledge and skills. The 3rd summer school, scheduled for July 2009, is addressing the issue by offering self-paced preparatory material authored by the lecturers, and obeying patterns that satisfy the specific needs of both an e-learning environment and a homogenization procedure. Before being offered to the attendees, the pre-lecturing material underwent an interim evaluation concerning its conformity to the Bologna process concepts, as well as to generally accepted methodologies for electronically supported distance learning. Furthermore, teachers were asked on their attitudes towards the proposed scheme. Evaluation of the answers permits drawing conclusions on how far lecturers are capable of and/or willing to accept the above mentioned course structure, in order to fit with a framework designed according to the student-centred Bologna approach, and the fundamental e-learning practices.