Eulho Jung

549 total citations
26 papers, 328 citations indexed

About

Eulho Jung is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Eulho Jung has authored 26 papers receiving a total of 328 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 11 papers in Computer Science Applications and 6 papers in Developmental and Educational Psychology. Recurrent topics in Eulho Jung's work include Online and Blended Learning (10 papers), Online Learning and Analytics (9 papers) and Innovative Teaching and Learning Methods (5 papers). Eulho Jung is often cited by papers focused on Online and Blended Learning (10 papers), Online Learning and Analytics (9 papers) and Innovative Teaching and Learning Methods (5 papers). Eulho Jung collaborates with scholars based in United States, South Korea and Norway. Eulho Jung's co-authors include Meehyun Yoon, Sanghoon Park, Christine Bauer, Barbara Oakley, Dongho Kim, Yunjeong Chang, Dongho Kim, Rachel Lim, Dongho Kim and Patrick R. Lowenthal and has published in prestigious journals such as Computers & Education, Medical Teacher and Journal of Clinical Sleep Medicine.

In The Last Decade

Eulho Jung

22 papers receiving 308 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Eulho Jung United States	8	194	169	66	45	23	26	328
Ela Akgün-Özbek Türkiye	2	163 0.8×	190 1.1×	40 0.6×	65 1.4×	15 0.7×	4	324
Barton K. Pursel United States	7	240 1.2×	206 1.2×	83 1.3×	49 1.1×	48 2.1×	8	365
Jason Rhode United States	4	82 0.4×	176 1.0×	52 0.8×	43 1.0×	15 0.7×	14	241
Anne Kristine Petersen Denmark	5	109 0.6×	267 1.6×	53 0.8×	92 2.0×	22 1.0×	9	381
Anne-Mette Nortvig Denmark	5	115 0.6×	277 1.6×	50 0.8×	99 2.2×	23 1.0×	19	394
Serpil Koçdar Türkiye	10	91 0.5×	193 1.1×	37 0.6×	64 1.4×	25 1.1×	26	353
Stephanie B. Corliss United States	9	176 0.9×	226 1.3×	149 2.3×	70 1.6×	54 2.3×	19	416
Anders Kluge Norway	9	89 0.5×	96 0.6×	87 1.3×	35 0.8×	19 0.8×	21	238
Geesje van den Berg South Africa	9	110 0.6×	165 1.0×	53 0.8×	72 1.6×	64 2.8×	34	352
Gülgün Afacan Adanır Türkiye	8	90 0.5×	129 0.8×	40 0.6×	46 1.0×	18 0.8×	27	238

Countries citing papers authored by Eulho Jung

Since Specialization

Citations

This map shows the geographic impact of Eulho Jung's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Eulho Jung with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eulho Jung more than expected).

Fields of papers citing papers by Eulho Jung

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eulho Jung. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Eulho Jung. The network helps show where Eulho Jung may publish in the future.

Co-authorship network of co-authors of Eulho Jung

This figure shows the co-authorship network connecting the top 25 collaborators of Eulho Jung. A scholar is included among the top collaborators of Eulho Jung based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Eulho Jung. Eulho Jung is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Jung, Eulho, Anita Samuel, & Ting‐Lan Ma. (2025). Beyond Motivation: The Critical Role of Learner Interaction in MOOCs. American Journal of Distance Education. 1–22. 1 indexed citations

Samuel, Anita, et al.. (2025). Enhancing reflective practice with ChatGPT: A new approach to assignment design. Medical Teacher. 47(9). 1438–1440. 4 indexed citations

Collen, Jacob, et al.. (2024). Exploring sleep duration and clinical reasoning process in resident physicians: a thematic analysis. Journal of Clinical Sleep Medicine. 20(8). 1279–1289.

Durning, Steven J., Eulho Jung, Do-Hwan Kim, & Young‐Mee Lee. (2024). Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside. Korean journal of medical education. 36(2). 145–155. 4 indexed citations

Jung, Eulho, et al.. (2023). Career Accomplishments of Uniformed Services University of the Health Sciences Medical Graduates: Classes 1980–2017. Military Medicine. 188(Supplement_2). 111–114. 1 indexed citations

Dong, Ting, et al.. (2023). Blinding of Admissions Committee to MCAT Scores: Is There a Difference in Subsequent Medical School Performance Between Cohorts?. Military Medicine. 188(Supplement_2). 7–10. 2 indexed citations

Jung, Eulho, et al.. (2023). Using Panopto In-Video Quizzes for Online Education. eLearn. 2023(2 Special Issue).

Jung, Eulho, et al.. (2023). The Retention of USUHS Military Physicians: An Exploratory Study. Military Medicine. 188(Supplement_2). 106–110. 2 indexed citations

Dong, Ting, et al.. (2023). Teaching Students How to Think: A Longitudinal Qualitative Study of Preclerkship Clinical Reasoning Instruction. Military Medicine. 188(Supplement_2). 50–55. 3 indexed citations

10.

Yoon, Meehyun, et al.. (2022). Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos. Contemporary Educational Technology. 14(2). ep347–ep347. 8 indexed citations

11.

Jung, Eulho, Rachel Lim, & Dongho Kim. (2022). A Schema-Based Instructional Design Model for Self-Paced Learning Environments. Education Sciences. 12(4). 271–271. 17 indexed citations

12.

Kim, Dongho, et al.. (2021). Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC. Computers & Education. 166. 104171–104171. 81 indexed citations

13.

Jung, Eulho, et al.. (2021). A Model of Learning Technology Partnership with Vendors: A Systematic Process. Contemporary Educational Technology. 13(4). ep321–ep321. 1 indexed citations

14.

Jung, Eulho, Dongho Kim, Meehyun Yoon, Sanghoon Park, & Barbara Oakley. (2018). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education. 128. 377–388. 80 indexed citations

15.

Jung, Eulho, et al.. (2017). Strategic Implementation of Open Educational Resources in Higher Education Institutions. Scholar Works (Boise State University). 57(2). 78–83. 5 indexed citations

16.

Jung, Eulho, et al.. (2017). Higher Education Faculty Perceptions of Open Textbook Adoption. The International Review of Research in Open and Distributed Learning. 18(4). 57 indexed citations

17.

Kim, Minkyoung, et al.. (2016). An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study. Scholar Works (Boise State University). 31(2). 1. 13 indexed citations

18.

Bonk, Curtis J., et al.. (2012). The Adventure of Extreme Learning: Documenting Impactful Online Learning Tools, Projects, and Resources. Society for Information Technology & Teacher Education International Conference. 2012(1). 154–160. 1 indexed citations

19.

Reigeluth, Charles M., et al.. (2012). New Paradigm Schools: A National Survey. 1 indexed citations

20.

Jung, Eulho, Minkyoung Kim, Yurong Wang, & Curtis J. Bonk. (2011). What Technology Tools Promote such Extreme Learning?: Analysis of Technologies Used in Extreme Learning Websites. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2011(1). 1972–1982. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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