Li Cao, Ph.D.

Professor
Department of Educational Technology and Foundations College of Education

678-839-6118
lcao@wV6AgLxU0OLmestga.edu

Education Annex - Room 147
Office Hours
By Appointment

Download curriculum vitae for Li Cao, Ph.D. in MS Word
Li Cao, Ph.D.
Biography

Dr. Li Cao is a professor of educational psychology in the College of Education. He teaches undergraduate and graduate courses of Educational Psychology, Research Methods, & Program Evaluation for teacher education programs. His research focuses on metacognition and self-regulated learning in the traditional face-to-face and e-learning environments. His recent publications include a book on teacher reflection, book chapters on the mixed-method research, and educational technology applications in classroom, and journal articles on teacher game-based learning design, maker-centered instruction, learning strategy, help-seeking, student motivation, and self-efficacy. Before joining UWG, Dr. Cao taught as an assistant professor at St. Mary's University in Minneapolis, Minnesota, a part-time instructor at McGill University, Canada, and a lecturer of English as Second Language in Chongqing University China.

Courses Taught
Course Sections and Syllabi

Fall 2025 Sections

Summer 2025 Sections

Spring 2025 Sections

Fall 2024 Sections

Summer 2024 Sections

Spring 2024 Sections

Fall 2023 Sections

Summer 2023 Sections

Spring 2023 Sections

Fall 2022 Sections

Spring 2022 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Publication List

Peng, A., Li, M., Lin, L., Cao, L., & Cai, J. (2022). Problem posing and its relationship with teaching experience of elementary school mathematics teachers from ethnic minority areas in southwest China. Eurasia Journal of Mathematics, Science and Technolo [View Publication External Resource]

Chen, Y., & Cao, L. (2022). Promoting maker-centered instruction through virtual professional development activities for K-12 teachers in low-income rural areas. British Journal of Educational Technology, 53, 1025-1048. https://doi.org/10.1111/bjet.13183 [View Publication External Resource]

Chen, Y., Cao, L., Guo, L., & Cheng, J. (2022). Driving is believing: Using telepresence robots to access makerspace for teachers in rural areas. British Journal of Educational Technology, 53, 1956-1975. https://doi.org/10.1111/bjet.13225 [View Publication External Resource]

Mindrila, D., & Cao, L. (2022). Latent profiles of online self-regulated learning: Relationships with predicted and final course grades. International Review of Research in Open and Distributed Learning, 23(3), 212-239. [View Publication External Resource]

Chen, Y., Cao, L., & Zhang, Y. (2022). Teachers as makers: How K 12 teachers design 3D making lessons for classroom teaching. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11475-w [View Publication External Resource]

Chen, Y., & Cao, L. (2024). Does prior teaching experience matter in maker-teacher professional development? Novice and veteran K-12 teachers’ knowledge, attitudes, and design of maker lessons. Journal of Digital Learning in Teacher Education, 40(2), 115 [View Publication External Resource]

Peng, A., Cao, L., & Bo, Y. (2020). Reciprocal Learning in Mathematics Problem Posing and Problem Solving: An Interactive Study between Canadian and Chinese Elementary School Students. Eurasia Journal of Mathematics, Science and Technology Education, 16(12 [View Publication External Resource]

Peng, A., & Cao, L. (2021). How Chinese teach mathematics: Canadian teachers’ perspective. Frontiers of Education in China, 16(1), 31-59. https://doi.org/10.1007/s11516-021-0002-7 [View Publication External Resource]

Spencer, D., Nietfeld, J. L., Cao, L., & Difrancesca, D. (2021). Exploring the interplay between student attributions and metacognitive monitoring skill in a post-secondary classroom environment. Journal of Experimental Education, DOI: 10.1080/00220973.202 [View Publication External Resource]

An, Y., & Cao, L. (2017). Examining the characteristics of digital learning games designed by in-service teachers. International Journal of Game-Based Learning, (7)4, doi: 10.4018/IJGBL.2017100104 [View Publication (PDF)]

DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2015). A Comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences. DOI: 10.1016/j.lindif.2015.11.010 [View Publication (PDF)]

Yang, L., & Cao, L. (2016). The effect of MySQL workbench in teaching Entity-Relationship diagram (ERD) to relational schema mapping. International Journal of Modern Education and Computer Science, 8(7), 1-12. DOI: 10.5815/ijmecs.2016.07.01 [View Publication (PDF)]

An, Y., & Cao, L. (2017). The Effects of Game Design Experience on Teachers’ Attitudes and Perceptions regarding the Use of Digital Games in the Classroom. TechTrends. doi:10.1007/s11528-016-0122-8 [View Publication (PDF)]

An, Y. J., & Cao, L. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 10(4), 552-568. [View Publication (PDF)]

Cao, L. (2014). Prospects and challenges in modeling and measuring competencies in higher education. In M. Toepper, O. Zlatkin-Troitschanskaia, C. Kuhn, S. Schmidt, & S. Bruckner. (Eds.). Advancement of Young Researchers in the Field of Academic Competenc [View Publication External Resource]

Cao, L., & Braun, E. (2014). Addressing Ecological Validity in Modeling and Measuring Competencies in Higher Education (KoKoHs). In C. Kuhn, M. Toepper, & O. Zlatkin-Troitschanskaia (Eds.). Current International State and Future Perspectives on Competence  [View Publication (PDF)]

Yang, Y., & Cao, L. (2013). Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning. Knowledge Management & E-Learning: An International Journal, 5(2), 153-169. [View Publication (PDF)]

Cao, L., Charlesworth, J., & Wojcik, R. (2012). School counseling students� perceptions of their practicum experiences and sites. Tennessee Counselors Association Journal, 5(1), 21-38.

Cao, L. (2012). Examining �active� procrastination from a self-regulated learning perspective, [View Publication (PDF)]

Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students [View Publication (PDF)]

Cao, L. (2012). What can teachers do to ensure in-depth learning in an age of digital speed? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed. pp. 288-289). Dubuque, IA: Kendall Hunt.

Cao, L. (2012). How can today's teachers take advantage of current research on the cognitive development and functioning of students? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed., pp. 289-290). Dubuque, IA: Kendall.

Cao, L. (2009). Mixed method designs. In B. Erford (Ed.), American Counseling Association Encyclopaedia of Counseling, (pp. 339-341). Alexandria, VA: American Counseling Association.

Chibbaro, J., & Cao, L. (2008). Exploring perceptions of advocacy of professional school counselors and school counselors-in-training. Georgia School Counseling Association Journal, 1(1), 38-45.

Cao, L., & Nietfeld, J. L. (2007). Examining Relationships between Achievement Goals, Study Strategy, and Class Performance in Educational Psychology. Teaching Educational Psychology, 2(1), 1-20 [View Publication (PDF)]

Cao, L., & Nietfeld, J. L. (2007). College students’ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational and Developmental Psychology, 7, [View Publication (PDF)]