| Summary: | This study engaged experts in confirming the elements and items of a Learning Design Strategy Framework (Framework) for content transformation of learning at scale (L@S) to a virtual classroom; aligned with the new Taylor’s Curriculum Framework (TCF). In ensuring the practitioners can work collaboratively for rapid content transformation; a Framework is deemed necessary for a systematic campus-wide content transformation effort. This study aims to report a systematic approach in prioritizing elements and items of the Framework’s matrix for the practitioners to utilize when transforming their modules as fully online or highly blended mode for L@S. Using the iterative development of the Malaysian Studies 3 (MS3) module site as the exemplar module to test the Framework, changes were made to the elements and items in the learning design matrix, according to the priority of the TCF, using the Fuzzy Delphi method. In Delphi round 1 and Delphi round 2, the experts’ feedback was sought. The findings of this study assisted to finalize the elements and items and its sequence for the Framework to ensure alignment with the TCF at module level. This Framework can be used to guide future content transformation efforts when change management must happen rapidly to cope with disruptive education. The mismatch in prioritized items between expert consensus, the researcher and in-house experts revealed factors that influenced the prioritization process and practicality to operationalize rapid online module site development. More research should be conducted after the MS3 was implemented to investigate learner’s reaction having to learn fully online and how that affects their satisfaction and the relevance of the mode of learning to their lifestyle as a 21st Century Learner. © 2020 by the authors.
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