The use of online discussion forum is slowly penetrating into classroom teaching and learning as studies have proven that it contributes to a positive learning environment, provided that learners and educators know how to use it effectively. In order to know how to use the online discussion forum effectively, this study was conducted. The research objective was to identify the online discussion strategies employed by the participants. This case study involved fifteen 2^nd semester Engineering Technology Malaysian undergraduates enrolled in “Professional English 1” course.  Data were gathered from a focus group interview, individual interview and participants’ reflective notes. Five participants volunteered to be interviewed individually and the remainder express their interest to be interviewed in a focus group interview. The participants were interviewed immediately after their online discussion activities. The participants were also asked to reflect to their opinions on their online discussion experience after each online discussion activities. These findings indicate that participants employed three online discussion strategies to facilitate their project work, namely: 1) devising and coordinating ideas before posting 2) interpreting others’ responses before posting their ideas online, and 3) ratifying their own statements before posting. These strategies were employed by the participants to complete a proposal for a Community Service Responsibility (CSR) project. It is hoped that these findings could provide insights and create awareness among the lecturers on the strategies employed by the participants so that more effective and meaningful online discussions could be carried out.

Keywords: Online Discussion Strategies; Project Work; Engineering Undergraduate Students; Technical University; Case Study

Al-shalchi, O. N. (2009). The Effectiveness and Development of Online Discussions. MERLOT Journal of Online Teaching and learning. Vol. 5(1), 104–108.

An, H., Shin, S. & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers and Education. Vol. 53(3), 749–760. doi:10.1016/j.compedu.2009.04.015

Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. The Journal of Educators Online. Vol. 6(1), 1–23. doi:10.1002/humu.21555

Azura Omar, Zaini Amir & Maslawati Mohamad. (2018). Online Discussion Strategies To Facilitate Students’ Discussion. Abstract, ASEAN English Language Teaching (ASEAN-ELT) Conference, Universiti Putra Malaysia. 15-17 March 2018.

Bashir, M., Afzal, M. & Azeem, M. (2008). Reliability and validity of qualitative and operational research paradigm. Pakistan Journal of Statistics and Operational Research Vol. 1, 35–45. doi:10.18187/pjsor.v4i1.59

Chen, C. E. (2005). Experience-based language learning through asynchronous discussion. The 22nd International Conference on English

Teaching and Learning 1–21.

Clark, T. (2003). Disadvantages of Collaborative Online Discussion and the Advantages of Sociability, Fun and Cliques for Online Learning BT - ICT and the Teacher of the Future - Selected Papers from the International Federation for Information Processing Working Groups 3 23: 23–25. Retrieved from http://crpit.com/confpapers/CRPITV23Clark.pdf

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research. Vol. 4. doi:10.1017/CBO9781107415324.004

Crow, G. & Wiles, R. (2008). Managing anonymity and confidentiality in social research: the case of visual data in Community research. Economic & Social Research Council . Vol. 8(8), 1–14.

Dogruer, N., Eyyam, R. & Menevis, I. (2011). The use of the internet for educational purposes. Procedia - Social and Behavioral Sciences. Vol. 28, 606–611. doi:10.1016/j.sbspro.2011.11.115

Gao, F., Wang, C. X. & Sun, Y. (2009). A new model of productive online discussion and its implications for research and instruction. Journal of Educational Technology Development and Exchange. Vol. 2(1), 65–78.

Golafshani, N. (2009). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report. Vol. 8(4), 597–607.

Hamdan, N. A., Mohamad, M. & Shaharuddin, S. (2017). Hypermedia reading materials: Undergraduate perceptions and features affecting their reading comprehension. Electronic Journal of e-Learning. Vol. 15(2),

–125.

Harasim, L. (2014). Learning theory and online technologies. The Journal of Open, Distance and e-Learning. Vol. 29. doi:10.1080/02680513.2013.864550

Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences. Vol. 14(4), 567–589. doi:10.1207/s15327809jls1404_4

Hox, J. J. & Boeije, H. R. (2005). Data Collection, Primary vs. Secondary. Encyclopedia of Social Measurement. 593-599. doi:10.1016/B0-12-369398-5/00041-4

Islam, N., Beer, M. & Slack, F. (2015). E-Learning Challenges Faced by Academics in Higher Education: A Literature Review. Journal of Education and Training Studies. Vol. 3(5): 102–112. doi:10.11114/jets.v3i5.947

Krish, P. (2006). The Power of Feedback in An Online Learning Environment. 3L: The Southeast Asian Journal of English Language Studies. Vol. 12, 95-106

Kulikovskikh, I. M., Prokhorov, S. A. & Suchkova, S. A. (2017). Promoting collaborative learning through regulation of guessing in clickers. Computers in Human Behavior. Vol. 75, 81–91. doi:10.1016/j.chb.2017.05.001

Mohamad, M., Mokhtar, M., Yahaya, M.F. & Rawian, R.M. (2017). Emotional Intellegence. In Faizah Abdul Majid, Ainul Azmin Md Zamin & Mohd Fauzi Kamarudin (Eds.). Toolkits for 21st century teaching: Practical implications for the 4th Industry Skills Development (pp. 67-78). Shah Alam UITM Press.

Patton, M. Q. & Cochran, M. (2002). A Guide to Using Qualitative Research Methodology. Medecins Sans Frontieres 11–13. doi:10.1109/PROC.1978.11033

Qiyun, W. & Huay, L. W. (2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology. Vol. 38(2), 272–286. doi:10.1111/j.1467-8535.2006.00621.x

Rahman, S., Yasin, R. M. & Jusoff, K. (2011). Knowledge Construction Process in Online Learning. Middle-East Journal of Scientific Research. Vol. 8(2), 488–492.

Rajprasit, K. & Hemchua, S. (2013). The English Language & Communication in the International Workplace: An Examination of Thai Computer Engineering Professionals. 3L: The Southeast Asian Journal of English Language Studies Vol. 21(3), 109–124.

Richardson, J. C. & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Network. Vol. 7(1): 68–88. doi:10.1016/j.pec.2009.03.021

Robert, E. S. (1991). Synthesis of Research on Cooperative Learning. Wadsworth 71–82.

Salleh, M. (2017). Cooperative Learning ( CL ) as 21 st Century ’ s Teaching Method in Improving English Proficiency among Primary School Student : Teachers ’ Perception. Social Sciences & Humanities. Vol. 25,

–54.

Sawhney, M. & Prandelli, E. (2000). Communities of Creation: Managing Distributed Innovation in Turbulent Markets. California Management Review. Vol. 42(4), 24–54. doi:10.2307/41166052

Shahirah Sulaiman, Supyan Hussin & Zaini Amir. 2018. Communication Strategies among Tertiary Students in Mlearning. International Journal of Engineering & Technology. 7 (2.29), 655-659.

Shahsavar, Z. & Hoon, T. B. (2011). Does cognitive style affect bloggers’ attitude in an online learning environment? GEMA Online Journal of Language Studies. Vol. 11(1), 159–171.

Shana, Z. (2009). Learning with Technology: Using Discussion Forums to Augment a Traditional-Style Class. Educational Technology & Society. Vol. 12(3), 214–228. doi:Article

Stake, R. E. (2005). Case studies. The SAGE Handbook of Qualitative Research. Retrieved from http://www.amazon.co.uk/The-SAGE-Handbook-Qualitative-Research/dp/0761927573

Stanford, P., Crowe, M. & Flice, H. (2010). Differentiating with Technology. Teaching Exceptional Children Plus. Vol. 6(4), 1–9. Retrieved from http://escholarship.bc.edu/education/tecplus/vol6/iss4/art2

Stenbacka, C. (2001). Qualitative research requires quality concepts of its own. Management Decision. Vol. 39(7), 551–556. doi:10.1108/EUM0000000005801

Vonderwell, S., Liang, X. & Alderman, K. (2007). Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education. Vol. 39(3), 309–328. doi:10.1080/15391523.2007.10782485

Wang, P. A. & Member, S. (2015). Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community. International Journal of Information and Education Technology. Vol. 5(8). doi:10.7763/IJIET.2015.V5.575

Webb, N. M. & Mastergeorge, A. (2003). Promoting effective helping behavior in peer-directed groups. International Journal of Educational Research. Vol. 39 (1-2), 73-97.doi:10.1016/S0883-0355(03)00074-0

Weinberger, A., Stegmann, K. & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction. Vol. 17(4), 416–426.

doi:10.1016/j.learninstruc.2007.03.007

Xia, J. C., Fielder, J. & Siragusa, L. (2013). Achieving better peer interaction in online discussion forums: A reflective practitioner case study. Issues in Educational Research. Vol. 23(1), 97–113.

Yang, Y.-F. & Lin, Y.-Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System. Vol. 52, 127–138. doi:10.1016/j.system.2015.05.006

Yuit, C. M. & Thai, Y. N. (2010). Encouraging participation in public discourse through online writing in ESL instruction. 3L: The Southeast Asian Journal of English Language Studies Vol. 16(2), 115–139.