European Journal of Social Sciences ISSN 1450-2267 Vol.29 No.2 (2012), pp. 312-319 EuroJournals Publishing, Inc.

. 2012 http://www.europeanjournalofsocialsciences.com

Designing Framework of the Learning Innovation Diffusion Model

Somabut, Anucha Ph.D, Educational Technology Program, Faculty of Education Khon Kaen University, Khon Kaen, Thailand E-mail: anuchalive@gmail.com Tel: +6681-392-8912 Chaijareon, Sumalee Ph.D, Associate Professor, Department of Educational Technology Faulty of Education, Khon Kaen University, Thailand E-mail: sumalee@kku.ac.th Tel: +6687-214-5123 Abstract This study aims to synthesize the designing framework of the learning innovation diffusion model. This is phase 1 of our research in the model development which uses document analysis and survey. The scope of our documentation and research includes the process of innovation adoption, innovation attribution, communication channels, change agents, and opinion leaders. The target group of this study consisted of 1,376 teachers who teach elementary and secondary education in Thailand. Instruments used in this study consists of 1) Documentation of the theoretical framework. 2) Surveying innovation adoption. 3) Model synthesis documentation. Results show that the framework of the learning innovation diffusion model is a combination of a 5 stage learning innovation adoption process (knowledge stage, persuasion stage, decision stage, implementation stage, and confirmation stage) and elements of diffusion via innovation attribution, communication channels, change agents, and opinion leaders.

Keywords: Learning Innovation Diffusion, Thailand context, Decision-innovation process, Innovation adoption, Change agents, Opinion leaders

1. Introduction
The process of innovation adoption has been studied for over 30 years (Sherry & Gibson, 2002). According to the studies of Dooley (1999) and Stuart (2000), there have been adoptions of innovations in many fields such as Political science, Public Heath, Communications, History, Technology, and Education. In a study of diffusion and innovation adoption in Education, we aim to explain the reasons and the phenomenon in accepting or rejecting new ideas or educational technology. Studies reveal that most of the learning process today is Equipment Centered requiring the creation of learning materials, equipment, or media and trying to promote the use of such. Surveys are then made afterwards to study the acceptance of the learning process from a target or sample group without ever considering the process made in accepting or rejecting the innovation; or the process in diffusing the innovations and ideas (Holloway, 1977). Therefore, the process to how each individual or organization

European Journal of Social Sciences - Volume.29, Number.2 (2012) can adopt the innovation could not be understood (Rogers, 2003). It is of utmost importance to understand the required process or strategy in order to diffuse innovation (Greenhalgh and Bate, 2005). In addition, the study of the elements in diffusion; which consists of innovation attribution, communication channels, change agents, and opinion leaders; will provide insight to how to prepare each step in the process of innovation adoption. For example; in the knowledge process, which characteristics of the innovation should be diffused to mostly comply with the needs and context of the target group (Brown, 1981; Boushey, 2010, Almobarraz, 2007), and through which communication channels for maximum efficiency (Mahajan, Muller and Wind, 2000; Hlsmann and Pfeffermann, 2011; Tidd, Bessant and Pavitt, 2005; Larsen and McGuire, 1998), and of which characteristics should we choose the change agents and opinion leaders (Greenhalgh and Bate, 2005; Havelock, 1973; Lipsitz, 1973; Larkley and Maynhard, 2008), and also to specify the role of change agents and opinion leaders appropriately. Selection and specification of the elements in the process of innovation diffusion will influence the decision making of target group whether or not to accept the innovation. This study corresponds with the above studies aiming to synthesize a designing framework of the learning innovation diffusion model which will be the basis in designing the process and the mechanism of learning innovation diffusion. The methodology in this study is based on the research design purpose by Richey & Klein (2007) of which to design and develop models that can be generalized. The idea is to focus on the development process rather than experimenting with trial models. This way, we can explain the validity of the model and its effectiveness; generate new models, new processes and techniques. In addition, this research to design and develop models will help indicate the conditions of a successful model development. For the reason above mentioned this study intends to synthesize the Theoretical and designing framework of the learning innovation diffusion model. The finding may result in diffusion and adoption for the learning innovation in the elementary and secondary level and to help researchers and educators for planning the diffusion of innovation that was design, developed, and improved. As well as to a fundamental concept in the design and development an innovation which is consistent with the needs and context of the target and it will enable the innovation has been widely adopted. This in turn may help promoting the quality of education and professional development.

2. The Purpose of this Study

To synthesize the designing framework of the learning innovation diffusion model.

3. Research Design
The developmental research type II (model development) was used in this study which involves document analysis and survey research.

4. The Scope of the Content

The contents of the documents and research relates to the innovation adoption process, characteristics of the innovation, communication channels, change agents and opinion leaders.

5. The Target Group

The target group for the contextual study in innovation adoption consisted of 1,376 teachers who teach in elementary and secondary education in Thailand and registered to join the Innovative Teacher project. 313

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6. Research Variables
Research variables consists of the synthesis of designing framework of the learning innovation diffusion model based on theories of innovation adoption process, characteristics of the innovation, communication channels, change agents, opinion leaders, and the context related to the process of innovation adoption.

7. Research Instruments
The instruments in this study consist of the following: 1) Document analysis documentation for the synthesis of the theoretical framework of learning innovation diffusion. 2) Contextual questionnaire to study the context related to learning innovation adoption. 3) Model synthesis documentation to create the designing framework of the learning innovation diffusion model.

8. Data Collection and Analysis

This study involves the following: 1) Document analysis: Studying analyzing, then classifying and organizing principles and theories relating to the diffusion of learning innovation synthesized into a conceptual design framework. Documents and research used in the analysis includes topics about the innovation-decision process, innovation attribute, communication channels, change agents, and opinion leaders. , finally synthesizing the theoretical framework. 2) Study and analyze the context of learning innovation adoption. Analyze by analytic descriptive, descriptive statistics (frequencies and percentage), and interpretation and summarization. 3) Synthesize the designing framework of the learning innovation diffusion model by analyzing the link between the theoretical framework and the context on the adoption of learning innovation in order to synthesize the designing framework of the learning innovation diffusion model.

9. Results
The designing framework of the learning innovation diffusion model is derived from the document analysis integrating with the contextual study regarding with learning innovation adoption. These are synthesized into the framework as following details: 1) Document analysis shows that the theoretical framework of the learning innovation diffusion model consists of two parts. Part 1 is the innovation adoption theory consisting of five stages consisting of the knowledge stage, the persuasion stage, the decision stage, the implementation stage, and the confirmation stage. Part 2 is the elements of diffusion theory consisting of innovation attribution, communication channels, the change agents, and opinion leaders; as shown in Fig. 1 2) Studies on the context in learning innovation adoption have revealed that that the adoption process consists of five stages below: Stage 1: The knowledge stage; 84.27% of the target group wants to know about the attribute of the innovation regarding its basis or fundamental theories. The reason given is that to understand the concept and development of the innovation design and also to predict possible results. 65.48%of the target group wants a basic usage guide for the innovation, if the usage is complex, there will be less interest. If it is simple and does not require knowledge of complex technology, the innovation will receive more interests. 75.09% of the target group wants to know whether or not, the innovation relates to student-centered learning. If the innovation is corresponds with student-centered learning, which is 314

European Journal of Social Sciences - Volume.29, Number.2 (2012) an educational policy of Thailand, then it will receive a lot of attention. 65.48% of the target group wants to know if the innovation will improve their academic standing. The reasons given are that gaining promotions in their academic standings have very important roles on gaining better positions as executives, teaching efficiency, prestige and honor in the society, and an increase in income. Thus, if the innovation helps improve their academic standings, it will be given special attention. Stage 2: The persuasion stage; 85% of the target group wants to learn more about the benefits of the innovation when compared to other innovations such as Computer-assisted instruction (CAI), the development of skills module, Web-assisted instruction (WBI) or e-Book. The reason given is that, if the innovation is useful to students and teachers more than past ones, then it will receive much more interest than innovations that are more or less the same as existing ones. 80.05% of the target group wants to see or try the innovation. The reasons given are that being able to see the physical appearance will allow the understanding of its basic usage which will allow the target group to predict the effects and constraints of the innovation. 76.62% of the target group wants proven use of the innovation. The reason is to make sure that the innovation will be effective and consistent with the needs of teachers and the policies of the school. Methods that will make this target group confident are by confirmation from experts, other experienced users, and from trusted people and administrators. Stage 3: The decision stage; 92.69% of the target group would like to try innovation by themselves within their own context. Reasoning is that this would allow them to understand the usage of the innovation and discover whether or not the innovation is suited for them and their students. 81.21% of the target group wishes to know how the innovation corresponds with school policies such as the developing of the students thinking process, increasing academic results and achievements of the students, promoting ethics; or whether it incorporates Information and Communications Technology (ICT) into the learning process. It will receive more interest if it does. 76.87% of the target group wants to know how the innovation will help solve problems with the learning process. From interviews, the chance of the innovation being accepted will be high if it helps solve problems in the learning process. Problems in the learning process are different from school to school. Some examples are the difference in skills and knowledge of students, the lack of ICT resources, and inadequate number of teachers per classroom. Stage 4: The implementation stage; 96.26% of the target group wants to know how to design and develop their own innovation which is consistent with interviews. Reasoning is that teachers have to develop their own learning innovation to best suit the context of their teaching, thus details on designing and the development of innovation is important and wanted. 87.84% of the target group wants to know detailed usage of the innovation. Interviews reveal that detailed knowledge of the innovation will prevent mistakes in usage, and to facilitate the proper use of the innovation. 80.61% of the target group would like to see a help and support system of which they can seek help upon when encountering problems using the innovation. From interview data, often, teachers would discontinue the use of innovations if they run into problems in the design or creation phase and are unable to fix the problem or find help and/or support. Stage 5: The confirmation stage; 84.78% of the target group will consider the consistency of the information obtained by learning and exchanging ideas, with the information from observing the usage of the innovation. Interviews have revealed that if the information is consistent, they will confirm the innovation adoption. If the information is inconsistent they will discontinue the usage of the innovation, or they might seek out additional information to effectively use the innovation in cases where the innovation will help them satisfy their personal needs such as to advance their academic standing, to solve problems in teaching and learning, or to help develop their students skills. 75.77% of the target group wants to see encouragements and promotions and support in the usage of innovations from their administrative also with help and advice from experts. Although the teachers may have already designed, developed, and utilized the innovation, but facilitation, help and support from experts will give teachers the confidence they need to continue the usage of the innovation.

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European Journal of Social Sciences - Volume.29, Number.2 (2012) 3) The synthesis of the designing framework of the learning innovation diffusion model is a combination the learning innovation adoption process (knowledge, persuasion, decision, implementation, and confirmation) and the elements of learning innovation diffusion (innovation attribution, communication channels, change agents, and opinion leaders), as shown in Fig. 2. The study has found out, in the example of the knowledge stage, that the target group will take into consideration the characteristics of the innovation (fundamental theory, basic usage, consistency with student-centered learning approach, and fits the guideline to advance their academic status) linked to the reasons to choose whether to accept or reject innovations. The target group will gain interest and have a positive mind towards the innovation if they consider that the fundamental basis and theory is consistent with present day learning, the usage is not too complex, the innovation is consistent with the student-centered learning approach, and the innovation fits the guideline to advancing their academic status. Then will they seek out more information on using the innovation. However, if they determine that the innovation is not consistent with the above items, then they will reject the innovation without seeking further additional information. The empirical evidence from the interviews also indicates that the target group will initially consider the basis or fundamental theories involved. It will gain more attention if a well-known theory is involved, but if a new theory is used, they will seek further information to see whether the theory is applicable with the present learning process. Then they will consider the complexity and requirements of advanced knowledge of the technology, spatial requirements, and requirement of special equipment. The target group will have interest to innovations that are not complex, are easy to use, do not require advanced knowledge and does not require special locations or extra tools. In addition, Thai teachers give special attention to innovations that will improve or advance their academic standing. Empirical evidence of people who have had academic promotions by using the innovation will also lead to confidence in adoption of the innovation.
Figure 1: The theoretical framework of the learning innovation diffusion model

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Figure 2: The designing framework of the learning innovation diffusion model

10. Summary and Discussion of Research Results

Synthesis results show that the designing framework of the learning innovation diffusion model is a combination of a 5 stage learning innovation adoption process consisting of knowledge, persuasion, decision, implementation, and confirmation; and elements of diffusion via innovation attribution, communication channels, change agents, and opinion leaders. The research results are consistent with the concepts and findings of Rogers (2003), Morone and Taylor, (2010), Islam, Towhidul, and Nigel Meade (1997), Havelock and Hamilton (2004), and Pijpers, R.E., Montfort, van, K. & Heemstra, F.J. (2002) in indicating that the diffusion of innovation consists of two main principles of which are 1) The innovation process which allows us to understand the behavior and needs of a target individual or organization, 2) Elements of diffusion, consisting of innovation attribution, communication channels or methods, characteristics and roles of change agents; and opinion leaders, which helps us understand the details in the diffusion process better. In addition, findings about elements of diffusion are also consistent with the finding of many scholars, For example; in specification of the characteristics of the innovation in the knowledge stage, the research finds out that the target group will request the basis or fundamental theory and basic usage of the theory. Which is consistent with the finding of Rogers (2003), Mahajan and Peterson (1985), and Mahajan, Muller and Wind (2000) of which they found that in the knowledge stage, individuals will seek information about the basic principle or fundamental theory and the basic utilization of the new innovation to compare with their needs and context. Furthermore, Rogers (2003), Spence (1994), Hlsmann and Pfeffermann (2011), and Leeuwis and Ban (2004) have found that the most effective communication method in the knowledge stage involves spreading information widely and quickly to a broad target group as well as to provide the opportunity for them to seek and learn on their own. Thus, the most effective communication method is through mass media which is also corresponds with our research to use books, printed material, leaflets and websites as channels of mass communication. (Turow and others, 2008; Baran and Davis, 2011; McQuail, 2010; Jefkins, 1988) 317

European Journal of Social Sciences - Volume.29, Number.2 (2012) Therefore, the results of this research can be used as a basis for designing an innovation diffusion model. More studies are required, however, to determine the recognition of innovation in each society in order to maximize the efficiency of innovation diffusion for both researchers and the target audience.

Acknowledgements
This study was supported by grant fund under the program Strategic Scholarships for the Ph.D. Program Thai Doctoral degree under the Office of the Higher Education Commission, Thailand. I would like to thank my advisor, Associate Professor Dr.Sumalee Chaijaroen, for the patient guidance, encouragement and advice he has provided throughout my time as her student. I have been extremely lucky to have a advisor who cared so much about my work, and who responded to my questions and queries so promptly. My appreciation goes particularly to, the Faculty of Education, and the Graduate School, Khon Kaen University, Thailand.

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