ABSTRACT
Universities are explo1·ing 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 boards and case studies (Brown, R, 2001). Analyzing quantity and quality of online postings and comparing accounting students' performance with the previous cohort. 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 nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the values of learning. however, these are some of the challenges that need further attention by researchers (Wallace, R. 2003). 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 critical thinking among the students (F. Gao, T. Zhang, and T. Franklin. 2013).
