This descriptive case study explored how repurposing and a pedagogical-based instructional design model, the multimodal model (Picciano, 2009), were used to create quality courses in a rapid development setting at a Midwestern land grant university. Data triangulation was used to secure data from faculty member interviews, course syllabi, and Desire to Learn (D2L) tours of the hybrid courses. From the research findings, the technique of repurposing did help faculty members develop hybrid courses in a rapid development setting. However, the multimodal model's (Picciano, 2009) implementation was less successful. Faculty members found this pedagogical-based model easy to use; but it was not used to its fullest potential. Overall, the hybrid courses developed in this research setting exhibited faculty-driven content. These faculty-driven courses led to implementation problems and therefore quality issues in the areas of course design, faculty development, and pedagogy.;A new instructional design model called the learner-driven learning (LDL) hybrid model was created to address the quality issues found in this case study. The LDL hybrid model consists of content, collaboration, and synthesis/evaluation. These three parts are connected to learner-driven learning experiences that are facilitated by faculty members. This hybrid instructional design model encourages faculty members to use constructivist, experiential, or problem-based learning theories. To work smarter not harder, higher education's faculty-driven pedagogical framework needs to be changed. Faculty-driven courses are more labor intensive and cost prohibitive, lead to higher revision costs, and cause a concern for equal learning opportunities for adult learners.
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