Great Dane-files

UAlbany Students: Who we are. What we do.
Meet Graduate Student:
Asil

Who he is...Active. Social. Motivated.

Hometown, Country: Tire, Turkey
Graduate Program: Division of Educational Psychology and Methodology
Undergraduate University: Bogazici University, Turkey
Undergraduate Major: Double Major in Educational Sciences and Psychology
Activities: President and webmaster of Educational Psychology Graduate Student Organization, vice-president and webmaster of Future Educators' Club, captain of intramural soccer team of Inter-Karma, Intern at New York State Developmental Disabilities Planning Council.

What he does...

• Asil has completed his Master's of Science degree already and has passed one of the two doctoral qualification comprehensive exams. As he completes his coursework and prepares to enter the dissertation phase, Asil is glad he chose UAlbany." It's a great program."

• As an undergraduate, Asil studied educational sciences and psychology. His concentration in education was guidance and psychological counseling. He knew he wanted to pursue a graduate education that combined his knowledge and training from both fields. He is currently a third year doctoral student and instructor of an EPSY 200 course.
• Ten years from now, Asil hopes to be in a well known higher education institution teaching, advising and conducting research. "I want to have a faculty or researcher position in a respected institution. I also want to travel around the world!"

Published online at

http://www.albany.edu/greatdanefiles/students/5graduates/asil/asil.html

Journal of Online Learning and Teaching

Adoption of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) Among Higher Education Faculty: Evidence from the State University of New York Learning Network

Peter Shea, Stacey McCall, and Asil Ali Özdoğru

This paper examines higher education faculty adoption of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) through a case study of 710 online faculty teaching at thirty-three institutions in the State University of New York. This research is framed in the literature of technology adoption and diffusion of innovation theory. These conceptual approaches focus on the stages that individuals traverse in the process of adopting technologies and other innovations. Results presented here indicate high levels of awareness of MERLOT, but lower levels of use among the targeted population. Data analysis reveals heterogeneity in adopter profiles, indicating that the most committed online faculty were significantly more likely to adopt MERLOT. Results also suggest that the stage-approach common to technology adoption models is appropriate in understanding some aspects of the data (the design of professional development); however, a more powerful organizing principle may be contextual relevance of the innovation, which precedes and predetermine levels of concern and stages of adoption. Suggestions for faculty development and further research are included.

Keywords: Technology adoption, online teaching, online resources

Citation: Shea, P., McCall, S., & Özdoğru, A. A. (2006). Adoption of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) among higher education faculty: Evidence from the State University of New York Learning Network. Journal of Online Learning and Teaching, 2, 136–157. Retrieved from http://jolt.merlot.org/vol2no3/shea.htm