Teaching Finance: Designing a Lerner-Centered Curriculum and Innovative Authentic Assessments

Teaching on-line has become the new norm in tertiary education settings in the post COVID-19 era, offering new choices for the design and delivery of curricula via Internet access. Creating a learner-centred, Problem-Based Learning course in an on-line format requires different pedagogies from those used in more traditional face-to- face modes particularly in finance and economics which has been widely criticised for its information transition model. This article describes the key elements of the curricula design process for finance subjects enacted by a multidisciplinary business faculty (an economist and finance specialist). We discuss the learning strategy adopted in creating a series of open access modules and a case study exam for finance courses. The design framework and process are outlined including the concept maps that were used to support our design. We offer insights from our curriculum design experience to inform future learner-centred development of on-line business school curricula.