Critical approaches to computer-assisted language and literature teaching

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During the last decade, blended learning (computer assisted learning, e-learning or hybrid learning) became a well established part of higher education and has introduced radical changes both to education and to the traditional teaching and learning paradigm. “E-content, its description by metadata, and its delivery via e-learning platforms employ the minds and pockets of many researchers, practitioners, and administrators.” Learning content can and should be available every time and everywhere. So it does not come as a big surprise that we teachers at university level are concerned on a daily base with the pleasures and downfalls of online-learning. May it be in the form of electronic bulletin boards, forum, chats, and other technically well defined gadgets. Nowadays it is standard that professors deliver a lecture with power point slides, and have them afterwards posted online to encourage discussions among students and hope to facilitate learning. Nearly every university has its own e-learning platform to deliver content, compelling teachers and students to adapt to this not so new medium called computer.