An on-line discussion board was used to foster interactive learning communities with discussion-based approach to solving case studies (CS) in an undergradu¬ate equine nutrition course. Students (n=48 in 2011 and n=40 in 2013) were required to post pertinent discus¬sion three or more times and then demonstrate com¬prehension of the case study topic through a group pre-sentation in class. In 2011, students were given one week to complete the first two CS. In an attempt to curb procrastination, a split deadline approach was used in the third and final CS in 2011 and in both CS in 2013 where students were required to complete half of the CS posts within the first week of a two-week deadline. Student performance on CS was positively correlated with performance on homework (P < 0.001), quizzes (P =0.0001) and examinations (P =0.0097). Further, the incidence of early posts increased from 37.89% to 52.12% when moving from a single to a split deadline (P = 0.0375). Upon completion of these CS, students reported that information covered by CS was applicable to the real world and is essential for horse owners (P < 0.0001). Enhanced active learning was evident based on correlations of CS scores with other course assess¬ments and favorable responses from students.