- Both groups would like to use forums for future group discussions.
   - Had time to participate in the discussion by reading and responding to others on their times.
   - Put in more effort in participating to understand better.
   - Were able to pick which part of the discussion they wanted to respond to.
- Students with dyslexia were able to type their responses for discussion without worrying about spelling or error.
   - This can reduce miscommunication in the discussion.

Rutgers University

- 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

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

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

Forum: Asynchronous Discussion for Students with and without Dyslexia

- Both groups put in more effort in participating because they could understand the discussion more from the organization.
   - Asking more questions → more understanding
- The structure of forums separated sub-topics from the original topic.
   - Students were able to respond and not respond to the topic they wanted to.
   - Easier to follow.

Forum: Structured and Organized Discussion for Students with and without Dyslexia

- Difficulty in conveying their response through text.
- Concerned with spelling and writing.
   - Fear of judgment for writing skills.
- Overwhelming with long and complicated text.
   - Responses by students on forums tend to be more formal.
   - Text chat is more informal and short.
- The researchers suggest that each post should have only one idea and no repetition in the forum.

Forum: Troublesome Text-Based Discussion for Students with Dyslexia

- Groups were given a time period for discussion, but the time also included researching and reading online information on their topic.
- Felt more lonely as they could not tell if their group members were online.
   - Felt isolated without active responses.
- Lack of intimacy and immediacy.
- Lack of feedback.
- Misinterpret late responses or no responses.

Learn Before

Related