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 effective of a pedagogical approach that
blends online discussion board and case study. This study observes a significant improvement in student learning
by analysing the quantity and quality of online postings and comparing accounting students’ performance with
previous cohorts. 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 language-related barriers, and
encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits
of peer-to-peer learning and case study pedagogy. However, the reported increased workload for students and
marking load for academics and measuring the values of learning 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 made 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 critical thinking among the students