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2020 – today
- 2024
[j9]Min Young Doo
, Meina Zhu:
A meta-analysis of effects of self-directed learning in online learning environments. J. Comput. Assist. Learn. 40(1): 1-20 (2024)- [j8]Min Young Doo, Yeonjeong Park:
Pre-class learning analytics in flipped classroom: Focusing on resource management strategy, procrastination and repetitive learning. J. Comput. Assist. Learn. 40(3): 1231-1245 (2024) - 2023
- [j7]Min Young Doo:
An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model. Educ. Inf. Technol. 28(12): 16593-16613 (2023) - 2022
- [j6]Heeok Heo, Curtis J. Bonk, Min Young Doo:
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. Internet High. Educ. 54: 100856 (2022) - [j5]Meina Zhu, Min Young Doo:
The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. J. Comput. High. Educ. 34(2): 321-342 (2022) - 2021
- [j4]Heeok Heo, Curtis J. Bonk, Min Young Doo:
Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. J. Comput. Assist. Learn. 37(6): 1640-1652 (2021) - [j3]Min Young Doo, Curtis J. Bonk, Jungwon Kim:
An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea. J. Comput. High. Educ. 33(2): 419-440 (2021) - 2020
- [j2]Min Young Doo, Meina Zhu, Curtis J. Bonk, Ying Tang:
The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors. Br. J. Educ. Technol. 51(3): 743-760 (2020) - [j1]Min Young Doo, Curtis J. Bonk:
The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning. J. Comput. Assist. Learn. 36(6): 997-1010 (2020)
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