Thoughts on the Course Construction of "Internet Financial Laws and Regulations"
Keywords:
Internet financial laws and regulations, course construction, interactive teaching, evaluation system, dynamic knowledge moduleAbstract
With the rapid development of internet finance, universities face challenges in constructing "Internet Financial Laws and Regulations" courses, including a lack of systematic content, limited diversity in teaching methods, and a lack of comprehensive evaluation approaches. Through literature review and case studies, this paper conducts a systematic analysis of current course configurations in higher education, revealing areas for improvement in meeting market demands. The findings indicate significant room for enhancement in dynamic content updating, interactive teaching methods, and multi-tiered evaluation systems. Based on these insights, this study proposes a “Dynamic Knowledge Module,” an “Interactive Teaching Framework,” and a “Multi-level Evaluation System Model” to help universities better adapt to the rapid evolution of internet finance. This research not only provides theoretical support for the forward-looking design of course content but also offers specific recommendations for diversifying teaching methods and enriching evaluation approaches. These contributions aim to drive innovation in internet finance law education and provide practical guidance for cultivating high-quality legal professionals suited to the emerging financial environment.
References
Alam, A. (2023, 2023//). Developing a Curriculum for Ethical and Responsible AI: A University Course on Safety, Fairness, Privacy, and Ethics to Prepare Next Generation of AI Professionals. Intelligent Communication Technologies and Virtual Mobile Networks, Singapore. https://doi.org/10.1007/978-981-99-1767-9_64
Ali, A., Abd Razak, S., Othman, S. H., Eisa, T. A., Al-Dhaqm, A., Nasser, M., Elhassan, T., Elshafie, H., & Saif, A. (2022). Financial Fraud Detection Based on Machine Learning: A Systematic Literature Review. Applied Sciences, 12(19).
https://doi.org/10.3390/app12199637
Anagnostopoulos, I. (2018). Fintech and regtech: Impact on regulators and banks. Journal of Economics and Business, 100, 7-25. https://doi.org/10.1016/j.jeconbus.2018.07.003
Barroso, M., & Laborda, J. (2022). Digital transformation and the emergence of the Fintech sector: Systematic literature review. Digital Business, 2(2), 100028. https://doi.org/10.1016/j.digbus.2022.100028
Bogaard, M. E. D. v. d., & Saunders-Smits, G. N. (2007, 10-13 Oct. 2007). Peer & self evaluations as means to improve the assessment of project based learning. 2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, https://doi.org/10.1109/FIE.2007.4417988
Carrió, M., Larramona, P., Baños, J. E., & Pérez, J. (2011). The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning. Journal of Biological Education, 45(4), 229-235.
https://doi.org/10.1080/00219266.2010.546011
Castañeda, L., & Williamson, B. (2021). Assembling New Toolboxes of Methods and Theories for Innovative Critical Research on Educational Technology. Journal of New Approaches in Educational Research, 10(1), 1-14. https://doi.org/10.7821/naer.2021.1.703
Ediagbonya, V., & Tioluwani, C. (2023). The role of fintech in driving financial inclusion in developing and emerging markets: issues, challenges and prospects. Technological Sustainability, 2(1), 100-119. https://doi.org/10.1108/TECHS-10-2021-0017
Freeman, M. (1995). Peer Assessment by Groups of Group Work. Assessment & Evaluation in Higher Education, 20(3), 289-300. https://doi.org/10.1080/0260293950200305
Gibbs, G., & Coffey, M. (2004). The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students. Active Learning in Higher Education, 5(1), 87-100. https://doi.org/10.1177/1469787404040463
Gittings, L., Taplin, R., & Kerr, R. (2020). Experiential learning activities in university accounting education: A systematic literature review. Journal of Accounting Education, 52, 100680. https://doi.org/10.1016/j.jaccedu.2020.100680
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Harvey, C. R., & Rabetti, D. (2024). International business and decentralized finance. Journal of International Business Studies, 55(7), 840-863. https://doi.org/10.1057/s41267-024-00705-7
Heremans, D., & Pacces, A. M. (2012). Chapter 13: Regulation of Banking and Financial Markets
https://doi.org/10.4337/9781782540465.00023
Encyclopedia of Law and Economics. In. Edward Elgar Publishing Limited. https://doi.org/10.4337/9781782540465.00023
Jackson, D., Riebe, L., Meek, S., Ogilvie, M., Kuilboer, A., Murphy, L., Collins, N., Lynch, K., & Brock, M. (2023). Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts. Teaching in Higher Education, 28(4), 802-821.
https://doi.org/10.1080/13562517.2020.1863348
Kidron, A., & Kali, Y. (2024). Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach. Instructional Science, 52(1), 139-169. https://doi.org/10.1007/s11251-023-09635-7
Lalujan, J. D., & Pranjol, M. Z. (2024). Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education. Trends in Higher Education, 3(1), 16-33.
https://doi.org/10.3390/higheredu3010002
Leenes, R., Palmerini, E., Koops, B.-J., Bertolini, A., Salvini, P., & Lucivero, F. (2017). Regulatory challenges of robotics: some guidelines for addressing legal and ethical issues. Law, Innovation and Technology, 9(1), 1-44. https://doi.org/10.1080/17579961.2017.1304921
Li, G., Zhang, R., Feng, S., & Wang, Y. (2022). Digital finance and sustainable development: Evidence from environmental inequality in China. Business Strategy and the Environment, 31(7), 3574-3594. https://doi.org/https://doi.org/10.1002/bse.3105
Li, M. (2023). Adapting Legal Education for the Changing Landscape of Regional Emerging Economies: A Dynamic Framework for Law Majors. Journal of the Knowledge Economy.
https://doi.org/10.1007/s13132-023-01507-2
Lohman, D. F., & Gambrell, J. L. (2011). Using Nonverbal Tests to Help Identify Academically Talented Children. Journal of Psychoeducational Assessment, 30(1), 25-44.
https://doi.org/10.1177/0734282911428194
Mahmood, A., Hashim, H. N. M., & Zakuan, Z. Z. A. (2023). Utilizing Experiential Learning Methods to Teach Substantive Law Courses to Undergraduate Students. Asian Journal of Legal Education, 11(1), 97-113. https://doi.org/10.1177/23220058231175984
Menberu, A. W. (2024). Technology-mediated financial education in developing countries: a systematic literature review. Cogent Business & Management, 11(1), 2294879.
https://doi.org/10.1080/23311975.2023.2294879
Michalakopoulou, K., Bamford, D., Reid, I., & Nikitas, A. (2023). Barriers and opportunities to innovation for legal service firms: a thematic analysis-based contextualization. Production Planning & Control, 34(7), 604-622. https://doi.org/10.1080/09537287.2021.1946329
Nilimaa, J. (2023). New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education, 2(3), 477-495.
https://doi.org/10.3390/higheredu2030028
Park, K.-H., & Yi, Y. (2023). Mock trials and web-based education using malpractice cases: A randomised controlled trial. Collegian, 30(2), 293-299. https://doi.org/10.1016/j.colegn.2022.09.014
Razi, A., Chen, X., Li, H., Wang, H., Russo, B., Chen, Y., & Yu, H. (2023). Deep learning serves traffic safety analysis: A forward-looking review. IET Intelligent Transport Systems, 17(1), 22-71. https://doi.org/https://doi.org/10.1049/itr2.12257
Seung-hee, L., Jieun, L., Xiaojing, L., Curt, J. B., & Richard, J. M. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Journal of Educational Technology & Society, 12(3), 178-190. http://www.jstor.org/stable/jeductechsoci.12.3.178
Topi, H., Kaiser, K. M., Sipior, J. C., Valacich, J. S., Nunamaker, J. F., Vreede, G. J. d., & Wright, R. (2010). Curriculum Guidelines for Undergraduate Degree Programs in Information Systems.
https://doi.org/10.1145/2593310
Uddin, M. H., Akter, S., Mollah, S., & Al Mahi, M. (2022). Differences in bank and microfinance business models: An analysis of the loan monitoring systems and funding sources. Journal of International Financial Markets, Institutions and Money, 80, 101644.
https://doi.org/10.1016/j.intfin.2022.101644
Wang, M. (2025). Hybrid data clustering algorithm and interactive experience in E-learning electronic course simulation of legal education. Entertainment Computing, 52, 100760. https://doi.org/https://doi.org/10.1016/j.entcom.2024.100760
Wiek, A., Xiong, A., Brundiers, K., & van der Leeuw, S. (2014). Integrating problem- and project-based learning into sustainability programs. International Journal of Sustainability in Higher Education, 15(4), 431-449. https://doi.org/10.1108/IJSHE-02-2013-0013
Wronka, C. (2023). Financial crime in the decentralized finance ecosystem: new challenges for compliance. Journal of Financial Crime, 30(1), 97-113. https://doi.org/10.1108/JFC-09-2021-0218
Ye, C., Van Os, J., Chapman, D., & Jacobson, D. (2017). An Online Project-Based Competency Education Approach to Marketing Education. Journal of Marketing Education, 39(3), 162-175. https://doi.org/10.1177/0273475317724843
Zengxian, Y., & Zhe, N. (2021, 2021//). “Gold Course” in Higher Vocational Colleges Construction Standards: Connotation, Principles, Paths and Evaluation. Emerging Technologies for Education, Cham.
https://doi.org/10.1007/978-3-030-92836-0_43
Zhao, Y., Zhao, M., & Shi, F. (2023). Integrating Moral Education and Educational Information Technology: A Strategic Approach to Enhance Rural Teacher Training in Universities. Journal of the Knowledge Economy. https://doi.org/10.1007/s13132-023-01693-z
