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The gradual growth of e-learning classes within the humanities raises a number of issues. E-learning is often perceived with distrust by teachers and students of the humanities disciplines: the percentage of e-learning classes is still very low compared to the total; attending students sometimes show a misunderstanding of the teaching methods associated with this approach; the familiarity of teachers and students with specific e-learning tools is limited, often at the expense of the effectiveness of the class. It is necessary to identify major issues related to communication and the use of learning contents belonging to e-learning classes in the humanities. The focus of key points is a prerequisite in order to develop solution strategies. A series of thematic questionnaires were distributed to teachers and tutors of e-learning classes within various Italian universities. Questions were developed following the experience of offering e-learning classes over the past two academic years at the Faculty of the Preservation of Cultural Heritage of the University of Bologna, located in Ravenna. Multiple choice questions aimed to create statistical data related to problems and generalized issues. Results from the analysis of the replies to the questionnaires allowed the authors to identify a number of recurring problems. Solutions adopted in a given year compared to the previous one have proved only partially effective. It is advisable to develop, on the basis of the identified problems, new programs and communication strategies for future e-learning classes. The test results will hopefully provide a basis for the preparation of a set of shared guidelines through which we can develop formal teaching and content standards able to help strengthen the provision of e-learning classes in the Classics.