Stella Kim

Assistant professor

University of North Carolina at Charlotte

United States

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About

Stella Kim is an Assistant Professor at the University of North Carolina at Charlotte, USA. Her research primarily focuses on online learning, particularly self-efficacy among diverse student populations, including those with disabilities. She is also actively engaged in studies examining the integration of generative AI in higher education and community programming to support immigrant and refugee children.

Articles (23)

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2022

Collaborators (6)

Won‐Chan Lee

UNITED STATES

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Florence Martin

Professor, Learning Design and Technology

North Carolina State University

UNITED STATES

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Beth Oyarzun

Assistant Clinical Professor

University of North Carolina at Charlotte

UNITED STATES

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Ting Sun

University of Utah

UNITED STATES

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Clare Merlin‐Knoblich

UNITED STATES

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Carl Westine

Associate Professor

University of North Carolina at Charlotte

UNITED STATES

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Stella Kim

Research Interests

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About

Articles (23)

Supporting Immigrant and Refugee Children Through Asset-Based Community Programming

Online Learning Self-Efficacy Scale: Measurement Invariance Across Various Demographic Characteristics

Generative AI in Higher Education: Demographic Differences in Student Perceived Readiness, Benefits, and Challenges

IRT Observed‐Score Equating for Rater‐Mediated Assessments Using a Hierarchical Rater Model

ITEMS Corner: Next Chapter of ITEMS

Fine-Tuning Pre-Service Teachers’ Instruction: Development and Validation of an Observation Protocol to Assess Literacy

Examining Peer Observation Practices of Online Teaching and Learning Through Analysis of Existing Instruments

Psychometric properties of the Online Learner Satisfaction Instrument (OLSI): construct validity, convergent validity, and measurement invariance

Development and validation of the online learner satisfaction instrument

Engagement and attribution of increased engagement to learning assistants in learning assistant-supported classes

Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type

An Examination of Client Bias Toward Overweight, Underweight, and Average-Weight Counselors

Evaluating Equating Methods for Varying Levels of Form Difference

Several Variations of Simple‐Structure MIRT Equating

Maintaining Score Scales Over Time: A Comparison of Five Scoring Methods

Establishing a Student Evaluation of Online Teaching and Learning Framework Through Analysis of Existing Instruments

Validation of the Faculty Readiness to Teaching Online (FRTO) scale

Validation of self-efficacy questionnaire of online learning for students with disabilities in higher education

Evaluating the Effects of Missing Data Handling Methods on Scale Linking Accuracy

Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course

Digital Module 29: Multidimensional Item Response Theory Equating

Extended Multivariate Generalizability Theory With Complex Design Structures

Using Generalizability Theory software suite: GENOVA, urGENOVA, and mGENOVA

Collaborators (6)

Won‐Chan Lee

Florence Martin

Beth Oyarzun

Ting Sun

Clare Merlin‐Knoblich

Carl Westine

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