- Students with dyslexia were comfortable with verbal discussion in video conferencing.
   - Easier to talk, ask questions, and convey ideas.
   - Informal conversations.
- Students without dyslexia prefer video conferencing over text-based despite not having obvious difficulties with either one.
   - But felt that verbal communication allowed them to communicate effectively, and there is more interaction.
   - There was less of a need for preparation for writing and fear of judgment on writing skills.

Video: Verbal Discussion for Students with and without Dyslexia

- Both groups highly recommend video conferencing for group discussion because they can see facial expressions.
   - Provides visual and audio cues.
   - Replication of real face-to-face communication (perception of social presence).
- Both groups were able to exchange ideas and provide knowledge to each other (collaborative learning).

Video: Synchronous Communication and Visuals for Students with and without Dyslexia

- A few students indicated that face-to-face video conferencing is not necessary for verbal discussion.
   - Nervous being seen, feeling shy, and awkward.
- Students were able to see nonverbal cues from each other, creating a space of intimacy and a level of comfort.
   - Not all students are comfortable with being intimate with their group.
- Video conferencing mimics real face-to-face communication.
   - Students were worried about how they look/the impression they make on others.
- Students with dyslexia are more prone to feeling ashamed due to low self-esteem and lack of confidence when communicating face-to-face.

Video: Unnecessary Face-to-Face for Students with and without Dyslexia

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

Rutgers University

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). https://doi.org/10.1007/s10639-017-9652-8

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

- 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

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