The Fusion Model of Instructional Design: a proposed model for faculty development programs in technology integration

Abstract

University faculty are increasingly challenged to integrate technology into their teaching to meet the needs of technology-savvy students today. The purpose of this dissertation is to introduce and examine an instructional design model, the Fusion Model of Instructional Design, for designing and implementing more effective faculty development programs in technology integration. The model builds on positive aspects of participatory design (Vincini, 2001), rapid prototyping (Tripp & Bichelmeyer, 1990), and Keller’s (1983) ARCS model of motivation. Key characteristics of the Fusion Model are participation of early adopters in the design and implementation of training, recursive training of early adopters first and then the remaining faculty within one department or a small number of related departments, and on-going formative evaluation through brainstorming and discussion. Two studies were conducted to examine the perceived value, usability, and effectiveness of the Fusion Model in a small southern university. For both studies, the participants were trained on various components of a popular course management system. Study 1 was conducted with two departments for the purpose of piloting of the model. Survey data were collected in Study 1. Study 2 was conducted with two additional departments for further evaluation of the model. Data from Study 2 were collected using both quantitative and qualitative methods. Qualitative data were collected through interviews of faculty participants and the university technology facilitator and the researcher’s observation journal. Results of these studies indicate that the use of Fusion Model of Instructional Design was perceived favorably and produced positive outcomes. Both the technology facilitator and the faculty participants reported positive attitudes toward the training designed, developed, and implemented using the model. The technology facilitator was pleased with the value, usability, and effectiveness of the model because the model allowed for greater faculty participation, customization of the training, and modifications of the sessions when needed. The faculty were pleased because using the model allowed them input in their training which resulted in more participation, more targeted training and support with colleagues in the same department. In a follow-up survey, faculty reported a significantly higher level of technology integration in their teaching and student learning.