Ph.D., Learning, Design, and Technology, University of Georgia, 2012
M.A. , Yonsei University, Seoul, Korea, 2001
B. S. , Yonsei University, Seoul, Korea, 1997
Min Kyu Kim received his Ph.D. from the Learning, Design and Technology program at the University of Georgia in May 2012. He has worked as a postdoctoral fellow at the University of Southern California (2012-2014) and at The Ohio State University (2014-2016).
Kim’s research interest is to design learning technologies to create equitable and productive learning opportunities. He believes most students can master learning goals if they are provided with appropriate adaptive support. In particular, his interests have arisen from the prevailing issue of “at-risk” youth who are often caught in low-income communities and experience lower academic performance. Their academic challenges are likely to escalate when faced with the current educational emphasis on complex problem solving in science, technology, engineering and math (STEM). One effective way to resolve this problem is through one-on-one human tutoring. However, in a classroom, teachers often struggle to achieve a fine-grained view of their students’ knowledge. Lack of personalized support can easily discourage students from further problem solving. Indeed, assessing cognitive models of complex problem-solving knowledge and skills can be challenging and time consuming.
To address these issues, his program of research is to design and develop learning technologies that help teachers to adapt problem-centered pedagogies by informing them of individual students’ learning progress and recommending personalized feedback and instructional support. His current research is to design theory-driven, evidence-centered adaptive learning technology that helps students engage in learning. To be specific, he focuses on modeling learning progressions and learner differences in the three domains: cognitive engagement, behavioral engagement and emotional engagement.
Kim has more than eight years of experience as an e-learning consultant and trainer. His work experience employed technology in a variety of learning situations ranging from K-12 to adult learners in both online and face-to-face settings.
Kim, M. , Zouaq, A., and Kim, S. (2016). “Automatic detection of expert models: The exploration of expert modeling methods applicable to technology-based assessment and instruction.” Computers & Education, 101, 55-69.
Kim, M. (2015). “Models of learning progress in solving complex problems: expertise development in teaching and learning.” Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2015.03.005 [SSCI-indexed, 5-year Impact factor: 3.424]
Kim, M., Kim, S., Khera, O., and Getman, J. (2014). “The experience of three flipped classrooms in an urban university: An exploration of design principles.” The Internet and Higher Education, 22, 37-50. http://dx.doi.org/10.1016/j.iheduc.2014.04.003 [SSCI-indexed, 5-year Impact factor: 2.903] (The 2015 AECT D&D Outstanding Journal Article Award, Indianapolis, Indiana)
Kim, M., Kim, S., and Bilir, K., (2014). “Investigation of the Dimensions of the Workplace Learning Environments (WLEs): Development of WLE Measure.” Performance Improvement Quarterly, 27(2), 35-57. DOI: 10.1002/piq.21170
Kim, M. (2013). “Concept map engineering: Methods and tools based on the semantic relation approach.” Educational Technology Research and Development, 61(6), 951-978. doi: 10.1007/s11423-013-9316-3 [SSCI-indexed, 5-year Impact factor: 1.522]