Faculty/Staff Profile

Li Cao

Li Cao, Ph.D.

Professor

Phone: 678-839-6118 | Fax: 678-839-6097

Email:  lcao@westga.edu

Office: Education Annex 147

Hours: Mon. & Wed. 1:00-4:00 pm; Fri. 1:00-5:00 pm (online)

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 and UTeach programs. His research focuses on metacognition and self-regulated learning in the traditional face-to-face and e-learning environment. 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, study strategy, help-seeking, student motivation, and self-efficacy. Prior to his appointment at 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.


Education/Degrees

  • B.A., Bachelor of Arts, Chongquing Jianzhu University (China), 1982
  • M.A., Masters of Arts in English Literature & Language, Sichuan University (China), 1991
  • M.Ed., Master of Education in Curriculum & Instruction, Queen's University (Canada), 1995
  • Ph.D., Doctor of Philosophy in Educational Psychology, McGill University (Canada), 2001

Courses and Sections

  • Courses Taught
    • CEPD-4101 (Educational Psychology)    
    • CEPD-6101 (Psychology of Classroom Learn)    
    • ECED-4285 (Education in China)    
    • EDUC-2130 (Expl Learning and Teaching)    
  • Spring 2016 Sections
    • EDUC-2130 (Expl Learning and Teaching) Section: E01   [View Syllabus]
    • EDUC-2130 (Expl Learning and Teaching) Section: 03D   [View Syllabus]
    • CEPD-4101 (Educational Psychology) Section: E03   [View Syllabus]
    • CEPD-4101 (Educational Psychology) Section: E04   [View Syllabus]
  • Fall 2015 Sections
    • EDUC-2130 (Expl Learning and Teaching) Section: E04   [View Syllabus]
    • EDUC-2130 (Expl Learning and Teaching) Section: 02D   [View Syllabus]
    • CEPD-6101 (Psychology of Classroom Learn) Section: E01   [View Syllabus]
  • Summer 2015 Sections
    • ECED-4285 (Education in China) Section: 01S   [View Syllabus]
    • CEPD-6101 (Psychology of Classroom Learn) Section: E01   [View Syllabus]
    • CEPD-6101 (Psychology of Classroom Learn) Section: E02   [View Syllabus]
  • Spring 2015 Sections
    • EDUC-2130 (Expl Learning and Teaching) Section: E04   [View Syllabus]
    • CEPD-6101 (Psychology of Classroom Learn) Section: E02   [View Syllabus]
    • CEPD-6101 (Psychology of Classroom Learn) Section: E01   [View Syllabus]

Selected Publications

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