Asee peer logo

Structured Design Approach for Converting Classroom Courses for Online Delivery

Download Paper |


2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Tagged Division

Continuing Professional Development

Page Count


Page Numbers

25.1182.1 - 25.1182.10



Permanent URL

Download Count


Request a correction

Paper Authors


Mary L. Fletcher Johns Hopkins University

visit author page

Mary Laurette (Laurie) Fletcher received her B.S. degree in software data management from the University of Maryland and her M.S. in technical management from the Johns Hopkins University Whiting School of Engineering. She has more than 25 years of experience in software data management, technical publications and communications, and proposal management. Her particular areas of expertise include her understanding of the business relationship and contracting between private industry and the U.S. government, and the acquisition and management of Small Business Innovative Research programs. Fletcher is the Vice President of Fraser Technical Consulting, where her responsibilities include services specializing in software data management, proposal management, and technical publications. She was previously employed by Solipsys Corporation (now Raytheon Solipsys), where she held the following positions: Data Management Group Supervisor, Assistant Program Manager for DD(X), and Corporate Proposal Manager. Fletcher is a member of the following organizations: American Association of Engineering Education, American Society for Engineering Management, Society of Technical Communications, Women in Engineering ProActive Network, Society of Vertebrate Paleontology, Wyoming Geological Association, and the Tate Geological Museum Advisory Board. She is also an instructor for the Osher Lifelong Learning Institute at Casper College in the subject of the “History of Mysteries.”

visit author page


Allan W. Bjerkaas Johns Hopkins University

visit author page

Allan W. Bjerkaas holds a bachelor's degree with a double major in physics and mathematics from the University of North Dakota and a master's degree and a Ph.D. in physics from the University of Illinois, Urbana-Champaign. He joined the Johns Hopkins University Applied Physics Laboratory in 1973 after completing a two-year postdoctoral appointment at the University of Pittsburgh. While at the Applied Physics Laboratory, Bjerkaas was a Project Manager in the Submarine Technology Department and a Group Supervisor in both the Submarine Technology Department and the Research and Technology Development Center. Since the mid-1970s he has taught in the part-time graduate programs that Johns Hopkins has offered for working engineers. He received the Excellence in Teaching Award in 1992. Bjerkaas has been the Chair for the Applied Physics and the Information Systems and Technology programs. In 2001, he became the Associate Dean for the Engineering for Professionals (EP) programs in the Whiting School of Engineering, a position he held full-time after retiring from the Applied Physics Laboratory in Feb. 2005 until he retired from the Whiting School of Engineering in Sept. 2010. He now resides in Fergus Falls, Minn., and continues to teach online courses for EP. He can be reached at

visit author page

Download Paper |


Structured  Design  Approach  for  Converting  Classroom  Courses  for  Online  Delivery  A  spreadsheet  table  is  described  in  which  each  row  represents  a  week,  called  a  module,  of  the  class  and  each  column  represents  a  specific  design  element,  such  as  learning  objectives,  learning  assessments,  resources,  lectures,  videos,  other  learning  activities,  or  other  design  components   found   in   an   online   course.   The   process   begins   with   an   effort   to   infer   the  learning   objectives   by   examining   the   content   and   assignments   given   in   the   classroom.  These  are  entered  into  the  table.  Next  the  assignments  from  the  classroom  are  entered  in  the  assessment  column  and  the  alignment  between  learning  objectives  and  assessments  is  determined   followed   by   adjustments   to   the   learning   objectives   and   assessments   to   achieve  better   alignment.   The   content   material   that   will   result   in   the   students   achieving   the  learning  objectives  is  then  determined  using  what  can  be  leveraged  from  the  classroom  as  well   as   new   material.   The   iteration   process   continues   with   adjustments   to   the   learning  objectives,   assessments,   and   content   material   until   the   instructor   is   satisfied   that   the  course  is  both  well  aligned  across  a  module  as  well  as  sequentially  from  week  to  week.  This  spreadsheet   table   then   becomes   the   final   overall   detailed   description   of   the   course   and  serves  as  a  starting  point  for  design  tune-­‐up  activities  each  time  the  course  is  taught.    

Fletcher, M. L., & Bjerkaas, A. W. (2012, June), Structured Design Approach for Converting Classroom Courses for Online Delivery Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21939

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015