- Both Students with Dyslexia and Students without Dyslexia
   - Synchronous discussion with fast response
   - Unorganized discussion content
- Students without Dyslexia
   - Discussion context unrelated to learning
- Students with Dyslexia
   - Troublesome text-based discussion

Text Chat Findings for Dyslexia-Friendly Collaborative Online Learning Environments from Malaysia

- Both Students with Dyslexia and Students without Dyslexia
   - Asynchronous discussion with self-paced participation
   - Structured and organized discussion
- Students with Dyslexia
   - Troublesome text-based discussion
   - Slow responses from the group

Forum Findings for Dyslexia-Friendly Collaborative Online Learning Environments from Malaysia

- Both Students with Dyslexia and Students without Dyslexia
   - Verbal discussion without text
   - Synchronous communication with visual
   - Face-to-face

Video Findings for Dyslexia-Friendly Collaborative Online Learning Environments from Malaysia

Rutgers University

- In Malaysia, web page accessibility guidelines focus more on reading and writing, and so other aspects of online learning are not given as much attention (such as computer-mediated communication).
- A study on Malaysian students with dyslexia and without dyslexia in synchronous and asynchronous learning environments.
   - From secondary schools in online learning environments with various ways of communication.
   - Measured their engagement levels from various ways of interactions.

Inclusive Dyslexia-Friendly Collaborative Online Learning Environment: Malaysia Case Study

Pang, L., Jen, C.C. Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study. Educ Inf Technol 23, 1023–1042 (2018). 

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