Abstract

Universities are exploring pedagogical approaches to learning in order to deal with challenges such as increased
class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning
among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that
blends online discussion board and case study. Analyzing the quantity and quality of online postings and comparing
accounting students’ performance with previous cohorts, this study observes a significant improvement in student
learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have
provided an effective learning vehicle for students, helped them overcome their own language-related barriers and
encouraged them to participate in a non-threatening environment. This approach further complemented the benefits
of peer-to-peer learning and case study pedagogy. Reported increases in workload for students and marking load
for academics and measuring the values of learning, however, are some of the challenges that need further attention
by researchers. The system has been designed to do a whole lot more than just reduce class discussions. It can make a
significant contribution to a University’s learning and performance among the students. Online academic
discussion systems make it possible for students to conduct discussions online, which helps them to boost their
learning. The main purpose of developing this system is to provide effective discussions that increase criti cal
thinking among the students