Min Kyu Kim
Ohio State University
Higher educationStoichiometryMathematics educationAdsorptionAsynchronous communicationDensity functional theoryArtificial intelligenceMultimethodologyPsychologyBlended learningCatalysisDesorptionEducational technologyCognitionCognitive psychologyChemistryMaterials sciencePedagogyConcept mapNatural language processingTechnology integrationLearning environmentReading comprehensionAcademic achievementMental modelSummary writingSpectroscopyMoleculeComputer scienceFormative assessmentProcess (engineering)Professional developmentPhotochemistryApplied psychologyBinding energy
45Publications
13H-index
1,071Citations
Publications 43
Newest
#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
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#1Hongyu Shang (OSU: Ohio State University)H-Index: 1
#2Dongjoon Kim (OSU: Ohio State University)H-Index: 1
Last. L. Robert Baker (OSU: Ohio State University)H-Index: 18
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Bimetallic catalysts provide opportunities to overcome scaling laws governing selectivity of CO2 reduction (CO2R). Cu/Au nanoparticles show promise for CO2R, but Au surface segregation on particles with sizes ≥7 nm prevent investigation of surface atom ensembles. Here we employ ultrasmall (2 nm) Cu/Au nanoparticles as catalysts for CO2R. The high surface to volume ratio of ultrasmall particles inhibits formation of a Au shell, enabling the study of ensemble effects in Cu/Au nanoparticles with co...
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#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
#2Kathryn S. McCarthy (GSU: Georgia State University)H-Index: 8
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#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
#2In Heok Lee (UGA: University of Georgia)H-Index: 1
Last. So Mi Kim (GSU: Georgia State University)H-Index: 4
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Scholars have examined how students feel, behave, and think when engaged in asynchronous online discussion (AOD), which has become a prevalent means of collaborative learning in higher education. However, few have considered the impact of time on these learning-related dimensions, partly due to reliance on self-reported instruments that are not sufficient to measure the temporal, changeable, and iterative relationships among learning-related dimensions during online conversation. The purpose of ...
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#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
#2Kathryn S. McCarthy (GSU: Georgia State University)H-Index: 8
During reading, students construct mental models of what they read. Summaries can be used to evaluate the latent knowledge structure of these mental models. We used indices from Student Mental Model Analyzer for Research and Teaching (SMART) to explore the potential of a global index, Graph Centrality (GC), as a measure to describe mental model structure and its relation to the quality of student summaries (e.g., the amount of content-coverage). Students (n = 73) in an online graduate-level cour...
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#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
#2Cassandra Gaul (GSU: Georgia State University)H-Index: 1
Last. Reeny J. Madathany (GSU: Georgia State University)H-Index: 2
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In this article, we explored the potential of the Student Mental Model Analyzer for Research and Teaching (SMART) technology that was designed to help students write and revise high-quality summari...
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#1Cassandra Gaul (GSU: Georgia State University)H-Index: 1
#2Min Kyu Kim (GSU: Georgia State University)H-Index: 13
Active participation in asynchronous online discussions is crucial for learning, but low student participation remains a persistent problem. This design research project presents two interventions drawn from self/co-regulation and feedback literature: (1) extended peer moderation periods and (2) multimodal participation feedback. In peer moderation, students are assigned as leaders within the discussion and are responsible for posting critical questions. Their active participation influences oth...
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#1Min Kyu KimH-Index: 13
view all 3 authors...
#1Min Kyu Kim (GSU: Georgia State University)H-Index: 13
#2Lauren E. Margulieux (GSU: Georgia State University)H-Index: 11
In this study, we: 1) investigated whether short-term use of online/off-campus learning modules would help instructors and students engage in teaching and learning if class schedules were abruptly switched to online; 2) suggested design improvements for short-term hybrid intervention. We assumed that the supportive features of hybrid learning would benefit students with low motivation and negative feelings prior to short-term online intervention. We used a mixed-methods approach, gathering data ...
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