Adaptation of Google group for online teaching and learning Poh Yen Ng School of Business, Curtin University of Technology, Sarawak, Malaysia ngpy@curtin.edu.my Chai Lee Goi School of Business, Curtin University of Technology, Sarawak, Malaysia goi.chai.lee@curtin.edu.my Susan Joan Gribble Curtin University of Technology, Sarawak, Malaysia j.gribble@curtin.edu.my The traditional education system in Malaysia has emphasised reading, listening and writing which has produced many students who adopt a more passive approach to involvement in their formal learning processes. Thinking and presentation skills are seldom taught which has compounded students’ attitudes towards active learning in classrooms. In the Malaysian context, most university undergraduates lack the ability to think critically and present persuasive argument. The objective of this study was to examine an alternative teaching and learning method which would create a learning environment for students to be actively engaged in critical thinking. A Google group was implemented into the unit Strategic Management 313, which is offered in School of Business, Curtin University of Technology, Miri campus, as an approach to improved students’ engagement in learning. Through the Google group, there was the avenue to post all notices to students, share some interesting files with them, introduce some interesting Web sites related to strategic management, and conduct a student online discussion forum. Through the online discussion, students were able to foster their self- learning and peer-learning processes. Keywords: teaching and learning, Google group, Self-learning, Peer-learning Introduction Curtin University of Technology Sarawak is the first offshore campus of Curtin University of Technology Perth. The role of the lecturers between the two campuses is different. Each unit is controlled and monitored by a lecturer, the unit controller, from the home campus. The lecturer from the Miri campus, the local lecturer, follows the course materials and the unit outline provided by the unit controller. Usually, the local lecturer does not have the opportunity to contribute significantly towards the development of the curriculum. The main role of the local lecturer is to deliver what has been already prepared and assess students’ performance according to provided marking criteria. At the end of semester, the local lecturer will be given an opportunity to evaluate the unit according to observation and experiences of the students at the Miri campus. Not all