This map shows the geographic impact of Myunghee Kang'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 Myunghee Kang with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Myunghee Kang more than expected).
This network shows the impact of papers produced by Myunghee Kang. 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 Myunghee Kang. The network helps show where Myunghee Kang may publish in the future.
Co-authorship network of co-authors of Myunghee Kang
This figure shows the co-authorship network connecting the top 25 collaborators of Myunghee Kang.
A scholar is included among the top collaborators of Myunghee Kang 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 Myunghee Kang. Myunghee Kang 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.
Kang, Myunghee, et al.. (2015). The Predictive Power of Self-Regulated Learning, Teaching Presence, and Perceived Interaction on the Outcomes of Google Plus-based Project Learning. EdMedia: World Conference on Educational Media and Technology. 2015(1). 1444–1451.2 indexed citations
2.
Kang, Myunghee, et al.. (2015). The Development of a Cooperative Digital Kinect Game based on the Merged Process of ADDIE and Service Design. EdMedia: World Conference on Educational Media and Technology. 2015(1). 1435–1443.1 indexed citations
Kang, Myunghee, et al.. (2014). Learning Presence as a Predictor of Achievement and Satisfaction in Online Learning Environments. International journal on e-learning. 13(2). 193–208.25 indexed citations
5.
Kang, Myunghee, et al.. (2013). Moderating Effects of Academic Emotions between Perceived Academic Control and Self-Regulated Learning in Online Courses. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2013(1). 2180–2188.2 indexed citations
6.
Kang, Myunghee, et al.. (2013). Investigating the determinants of mobile learning acceptance in Korea. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1424–1430.8 indexed citations
7.
Kang, Myunghee, et al.. (2012). Investigating the Predictive Power of Metacognition and Perceived Interaction on Web-Based Collaborative Learning Outcomes. EdMedia: World Conference on Educational Media and Technology. 2012(1). 638–647.
Kang, Myunghee, et al.. (2011). A Study on Designing and Developing a Personalized e-Tutor to Facilitate e-Learning. The Journal of Korean Association of Computer Education. 14(1). 91–109.1 indexed citations
10.
Kang, Myunghee, et al.. (2011). Validating a Technology Enhanced Student Centered Learning Model. EdMedia: World Conference on Educational Media and Technology. 2011(1). 253–269.2 indexed citations
11.
Kang, Myunghee, et al.. (2011). Learning Presence as a Predictor of Achievement and Satisfaction in an Online Learning Environment. EdMedia: World Conference on Educational Media and Technology. 2011(1). 3015–3024.5 indexed citations
12.
Kang, Myunghee, et al.. (2008). Investigating the relationships of social presence, satisfaction and learning achievement in the blended learning environment. EdMedia: World Conference on Educational Media and Technology. 2008(1). 717–720.2 indexed citations
13.
Kang, Myunghee, et al.. (2008). Investigating Presence as a Predictor of Learning Outcomes in E-learning Environment. EdMedia: World Conference on Educational Media and Technology. 2008(1). 4175–4180.9 indexed citations
14.
Kang, Myunghee, et al.. (2008). Relationships among Self-efficacy, Metacognition, Cognitive presence, Flow, and Learning Outcomes in web-based PBL. Society for Information Technology & Teacher Education International Conference. 2008(1). 471–476.3 indexed citations
15.
Kang, Myunghee, et al.. (2007). Validating an Emotional Presence Scale to Measure Online Learners’ Engagement. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2007(1). 6079–6082.2 indexed citations
16.
Kang, Myunghee, Suyeon Kim, & Sunghee Park. (2007). Developing Emotional Presence Scale for Measuring Students' Involvement during e-Learning process. EdMedia: World Conference on Educational Media and Technology. 2007(1). 2829–2832.9 indexed citations
17.
Kang, Myunghee, et al.. (2007). Construction and Validation of a Social Presence Scale for Measuring Online Learners' Involvement. EdMedia: World Conference on Educational Media and Technology. 2007(1). 1829–1833.16 indexed citations
18.
Kang, Myunghee, et al.. (2006). Prior Knowledge and Social Presence as Predictors of Satisfaction and Achievement in Online Teacher Training. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 2067–2073.1 indexed citations
19.
Kang, Myunghee, et al.. (2005). Relationships among Presence Factors and Perceived Outcomes in Online Collaborative Learning. EdMedia: World Conference on Educational Media and Technology. 2005(1). 2844–2849.1 indexed citations
20.
Kang, Myunghee, Doo Hun Lim, & Minkyung Kim. (2004). Learning DesignerTM: A Theory-Based SCORMCompliant Content Development Tool. Journal of educational multimedia and hypermedia. 13(4). 427–447.5 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.