Min Young Doo

1.2k total citations
31 papers, 763 citations indexed

About

Min Young Doo is a scholar working on Education, Computer Science Applications and Information Systems. According to data from OpenAlex, Min Young Doo has authored 31 papers receiving a total of 763 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Computer Science Applications and 9 papers in Information Systems. Recurrent topics in Min Young Doo's work include Online and Blended Learning (18 papers), Online Learning and Analytics (11 papers) and Education and Learning Interventions (9 papers). Min Young Doo is often cited by papers focused on Online and Blended Learning (18 papers), Online Learning and Analytics (11 papers) and Education and Learning Interventions (9 papers). Min Young Doo collaborates with scholars based in South Korea, United States and Poland. Min Young Doo's co-authors include Curtis J. Bonk, Meina Zhu, Heeok Heo, Sunyoung Park, Ying Tang, Yeonjeong Park, Doo Hun Lim, Jungwon Kim, Dae Seok Chai and Yaoxian Huang and has published in prestigious journals such as The Internet and Higher Education, British Journal of Educational Technology and Educational Technology Research and Development.

In The Last Decade

Min Young Doo

31 papers receiving 716 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Min Young Doo South Korea 15 398 234 202 120 92 31 763
Mohammad Issack Santally Mauritius 11 397 1.0× 196 0.8× 109 0.5× 135 1.1× 67 0.7× 40 645
Ji Won You South Korea 8 359 0.9× 283 1.2× 175 0.9× 89 0.7× 130 1.4× 33 735
Harvey Mellar United Kingdom 14 472 1.2× 153 0.7× 228 1.1× 126 1.1× 163 1.8× 40 846
Jieun Lim United States 11 474 1.2× 216 0.9× 201 1.0× 123 1.0× 86 0.9× 36 677
Najmuddin Shaik United States 8 494 1.2× 177 0.8× 216 1.1× 85 0.7× 85 0.9× 12 715
Hae‐Deok Song South Korea 13 313 0.8× 126 0.5× 110 0.5× 163 1.4× 60 0.7× 48 598
Nina Bergdahl Sweden 10 416 1.0× 223 1.0× 108 0.5× 208 1.7× 73 0.8× 23 794
Pu‐Shih Daniel Chen United States 10 568 1.4× 160 0.7× 148 0.7× 104 0.9× 114 1.2× 14 789
Marold Wosnitza Germany 16 494 1.2× 372 1.6× 252 1.2× 120 1.0× 242 2.6× 31 1.0k
Yan Dong China 15 603 1.5× 119 0.5× 169 0.8× 231 1.9× 191 2.1× 42 1.0k

Countries citing papers authored by Min Young Doo

Since Specialization
Citations

This map shows the geographic impact of Min Young Doo'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 Min Young Doo with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Min Young Doo more than expected).

Fields of papers citing papers by Min Young Doo

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Min Young Doo. 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 Min Young Doo. The network helps show where Min Young Doo may publish in the future.

Co-authorship network of co-authors of Min Young Doo

This figure shows the co-authorship network connecting the top 25 collaborators of Min Young Doo. A scholar is included among the top collaborators of Min Young Doo 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 Min Young Doo. Min Young Doo is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Zhu, Meina, Min Young Doo, Sara Masoud, & Yaoxian Huang. (2024). The influence of SDL on learning satisfaction in online learning and group differences between undergraduates and graduates. Education and Information Technologies. 30(1). 313–331. 1 indexed citations
2.
Doo, Min Young & Yeonjeong Park. (2024). Pre‐class learning analytics in flipped classroom: Focusing on resource management strategy, procrastination and repetitive learning. Journal of Computer Assisted Learning. 40(3). 1231–1245. 1 indexed citations
3.
Park, Yeonjeong & Min Young Doo. (2024). Role of AI in Blended Learning: A Systematic Literature Review. The International Review of Research in Open and Distributed Learning. 25(1). 164–196. 15 indexed citations
4.
Doo, Min Young, Curtis J. Bonk, & Heeok Heo. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Educational Technology Research and Development. 71(2). 481–504. 18 indexed citations
5.
Doo, Min Young, Meina Zhu, & Curtis J. Bonk. (2023). A Systematic Review of the Research Topics in Online Learning During COVID-19: Documenting the Sudden Shift. Online Learning. 27(1). 6 indexed citations
6.
Doo, Min Young. (2023). An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model. Education and Information Technologies. 28(12). 16593–16613. 12 indexed citations
7.
Doo, Min Young, Meina Zhu, & Curtis J. Bonk. (2023). Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education. 44(1). 86–105. 22 indexed citations
8.
Heo, Heeok, Curtis J. Bonk, & Min Young Doo. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and Higher Education. 54. 100856–100856. 52 indexed citations
9.
Zhu, Meina & Min Young Doo. (2021). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education. 34(2). 321–342. 38 indexed citations
10.
Doo, Min Young & Curtis J. Bonk. (2021). Cognitive Instrumental Processes of Flipped Learners: Effects of Relevance for Learning, Quality of Learning Outcomes, and Result Demonstrability. Journal of Educational Computing Research. 59(6). 1093–1113. 15 indexed citations
11.
Doo, Min Young & Curtis J. Bonk. (2020). The effects of self‐efficacy,self‐regulationand social presence on learning engagement in a large university class using flipped Learning. Journal of Computer Assisted Learning. 36(6). 997–1010. 76 indexed citations
12.
Park, Sunyoung & Min Young Doo. (2020). The effect of organizational culture and HR practices on female managers’ commitment and job satisfaction. European journal of training and development. 44(2/3). 105–120. 34 indexed citations
13.
Doo, Min Young. (2020). The Effects of Openness, Altruism, and Instructional Self-Efficacy on Work Engagement of MOOC Instructors. Proceedings of the 2020 AERA Annual Meeting. 2 indexed citations
14.
Doo, Min Young, et al.. (2020). Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education. 41(3). 609–625. 21 indexed citations
15.
Doo, Min Young, Curtis J. Bonk, & Heeok Heo. (2020). A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education. The International Review of Research in Open and Distributed Learning. 21(3). 99 indexed citations
16.
Zhu, Meina, Curtis J. Bonk, & Min Young Doo. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development. 68(5). 2073–2093. 123 indexed citations
17.
Doo, Min Young, et al.. (2019). Effects of work value orientation and academic major satisfaction on career decision-making self-efficacy. Higher Education Skills and Work-based Learning. 9(4). 550–562. 13 indexed citations
18.
Doo, Min Young, Meina Zhu, Curtis J. Bonk, & Ying Tang. (2019). The effects of openness, altruism and instructional self‐efficacy on work engagement of MOOC instructors. British Journal of Educational Technology. 51(3). 743–760. 25 indexed citations
19.
Doo, Min Young. (2005). Exploring Leadership Teaching Methods. Academic exchange quarterly. 9(3). 198–202. 2 indexed citations
20.
Doo, Min Young. (2005). The Effects of Presentation Format for Behavior Modeling of Interpersonal Skills in Online Instruction. Journal of educational multimedia and hypermedia. 14(3). 213–235. 8 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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