The Framework to Afford Collaborative Learning in an Inclusive Dyslexia-Friendly Online Learning Environment
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UNIVERSITI MALAYSIA SARAWAK
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The existing guidelines on the accessibility of individuals with dyslexia in an online learning environment do not put much emphasis on the computer mediated communication (CMC) aspect in supporting inclusive education. This study aims to derive a design framework for creating inclusive dyslexia-friendly CMCs, focusing specifically on Text Chat, Forum and Video Conferencing, to afford collaborative learning for students with and without dyslexia. This study used qualitative approach with multiple case studies design to explore online learning experience of students with and without dyslexia in using various CMC for group discussion. Their perceived learning, learning satisfaction and student engagement were examined via guided interviews. The students with and without dyslexia were selected using purposive sampling from various schools in Sarawak. The findings showed that unlike students without dyslexia, students with dyslexia responded unfavourable online learning experience with low perceived learning, moderate student engagement and low learning satisfaction to the use of Text Chat for collaborative learning. However, both students with and without dyslexia reported favourable online learning experience (high perceived learning, high student engagement and high learning satisfaction) when using Forum and Video Conferencing for collaborative learning purposes. In conclusion, Forum and Video Conferencing provide more inclusive dyslexia-friendly CMC, in comparison with Text Chat, to afford collaborative online learning for students with and without dyslexia, as Forum provides self-paced and organised formal discussion and Video Conferencing is suitable for interactive face-to-face, verbal discussion.