Abstract
Due to the advent of the Internet, the spread of computer-mediated communication (CMC) and new technological opportunities, tandem learning has undergone many changes also in the academic environment. Its features have been modified and expanded, which means that tandem learning now sometimes appears quite distant from its original, basic concept. There are now several computer programs which have proved suitable for tandem learning over spatial distance. In this paper we will compare two computer-based types of tandem learning conducted at the University of Parma by means of Skype and Adobe Connect. In both cases, the overall aim was to combine the benefits of the tandem concept with the new possibilities of CMC and computer-mediated discourse (CMD), while taking into account the requirements of specific learner groups. Through the presentation and evaluation of these two tandem set-ups, including the organizational and technical challenges they imply, possibilities and limitations of tandem language learning in higher education will be illustrated and discussed, by taking into account their integration into institutionalized curricula.
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