The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors. - Min Young Doo; Meina Zhu; Curtis J. Bonk; Ying Tang 005 (Br. J. Educ. Technol., 2020)

The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning. - Min Young Doo; Curtis J. Bonk (J. Comput. Assist. Learn., 2020)

Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. - Heeok Heo; Curtis J. Bonk; Min Young Doo (J. Comput. Assist. Learn., 2021)

An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea. - Min Young Doo; Curtis J. Bonk; Jungwon Kim (J. Comput. High. Educ., 2021)

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. - Heeok Heo; Curtis J. Bonk; Min Young Doo (Internet High. Educ., 2022)

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. - Meina Zhu; Min Young Doo (J. Comput. High. Educ., 2022)

An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model. - Min Young Doo (Educ. Inf. Technol., 2023)

A meta-analysis of effects of self-directed learning in online learning environments. - Min Young Doo; Meina Zhu (J. Comput. Assist. Learn., 2024)

Pre-class learning analytics in flipped classroom: Focusing on resource management strategy, procrastination and repetitive learning. - Min Young Doo; Yeonjeong Park (J. Comput. Assist. Learn., 2024)

The influence of SDL on learning satisfaction in online learning and group differences between undergraduates and graduates. - Meina Zhu; Min Young Doo; Sara Masoud; Yaoxian Huang (Educ. Inf. Technol., 2025)