Min Young Doo - researchr alias

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Viewing Publication 1 - 8 from 8

2024

A meta-analysis of effects of self-directed learning in online learning environmentsMin Young Doo, Meina Zhu. jcal, 40(1):1-20, February 2024. [doi]

2023

An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance modelMin Young Doo. eait, 28(12):16593-16613, December 2023. [doi]

2022

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19Heeok Heo, Curtis J. Bonk, Min Young Doo. iahe, 54:100856, 2022. [doi]

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learnersMeina Zhu, Min Young Doo. jche, 34(2):321-342, 2022. [doi]

2021

An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in KoreaMin Young Doo, Curtis J. Bonk, Jungwon Kim. jche, 33(2):419-440, 2021. [doi]

Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environmentsHeeok Heo, Curtis J. Bonk, Min Young Doo. jcal, 37(6):1640-1652, 2021. [doi]

2020

The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped LearningMin Young Doo, Curtis J. Bonk. jcal, 36(6):997-1010, 2020. [doi]

The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructorsMin Young Doo, Meina Zhu, Curtis J. Bonk, Ying Tang. bjet, 51(3):743-760, 2020. [doi]

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