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The instructor explains key components for an effective online finance classroom, including syllabus design, course content organization, learning communication, and student assessment measures. 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Hayes  \nAssistant Professor  \nUniversity of Nebraska Kearney  \nKearney, NE USA  \n[hayessk@unk.edu](hayessk@unk.edu)  \nAbstract  \nThis case study outlines the structure and implementation of an online introductory finance course developed at the University of Nebraska Kearney. The instructor describes the components for an effective online finance classroom . The paper contributes to the body of knowledge for distance education through a first look at an online undergraduate finance course.  \nKeywords: online education, undergraduate finance, quantitative online course, online syllabus, discussion board  \nIntroduction  \nOnline education continues to grow in numbers: the number of students taking online courses, the number of online offerings, and the number of academic leaders that see online education as critical to the long term strategy of their institution (Sloan Consortium 2006) . Despite the rapid growth in online education, barriers to distance education remain. The Sloan Consortium (2006) survey of Chief Academic Officers revealed that the greatest impediment to the adoption of online education is due to a perceived lack of student self discipline. The second and third cited barriers were greater faculty time and effort required to teach online and a lack of faculty acceptance of online education. The percentage of administrators that believe their faculty accepts the value and legitimacy of online education is approximately 25%; this percentage has remained relatively constant over the period 2003 – 2006. Faculty acceptance has not kept pace with the reported increases in online students, the number of online class offerings, and perceived importance by senior administrators.  \nFactors affecting faculty participation in online education are outlined in Maguire (2005) . The study showed that both administrators and faculty agree on the following barriers to online education: lack of technical support , lack of release time, and concerns about workload. Specific guidelines for the design of online courses within individual subject areas directly address the frequently cited impediment of faculty time and effort.  \nResearch focused on general online education principles is plentiful. However, applications to online finance courses are scant. The objective of this paper is to provide a resource for instructors of finance and other quantitative based courses. Similar papers across disciplines collectively have the potential to positively affect two of the three most frequently reported barriers to online education: faculty time and effort and faculty acceptance levels.  \nBuilding blocks for a successful classroom include: a detailed syllabus, comprehensive course content , engaging classroom communication, and clearly defined student assessment measures. Section one of this paper provides a general description of the undergraduate finance class. An outline of the course building blocks follows in section two. Results and future implications are discussed in sections three and four.  \nThe Course  \nThis case study outlines the Principles of Finance course offered online at the University of Nebraska Kearney. The course is a core requirement for business degree completion; therefore, sections consist of students with various program emphases (accounting, economics, finance, management, management information systems, and marketing) . Principles of Finance is offered both online and face to face (F2F) . Students have the option to enroll in either a F2F section, offered each semester, orin the online section, offered approximately one semester per year. Student enrollment for both the online and F2F sections is a combination of traditional residential students, traditional commuter students, and non traditional students. Prerequisites for the class are Accounting I and II , Principles of Macroeconomics, and Principles of Microeconomics. Studen","cbCaiioxJWMLt79V","https://ap.wps.com/l/cbCaiioxJWMLt79V","pdf",182172,"English","# Introduction\n# The Course\n## Course Components\n### Syllabus\n## Course Structure and Schedule\n# Results and Future Implications","[{\"question\":\"What is the purpose of the case study?\",\"answer\":\"It presents the structure and implementation of an online introductory finance course and offers guidance for instructors teaching finance and other quantitative courses.\"},{\"question\":\"What barriers to online education does the paper address?\",\"answer\":\"It highlights perceived lack of student self-discipline, faculty time and effort, and faculty acceptance, then discusses design guidelines intended to reduce faculty workload concerns.\"},{\"question\":\"How does the course advise students to study week by week?\",\"answer\":\"The course is divided into weekly segments and recommends completing textbook chapters in order, using lecture materials and flashcards, doing chapter reviews and self-tests, and participating in discussion boards while also taking online quizzes.\"}]","Principles of Finance - The Design and Implementation of an Online Course - Case Study | PDF",15]