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.

  • Courses Taught
  • Course Sections and Syllabi

    Fall 2018 Sections

    • CEPD-4101 (Educational Psychology) Section: E03
    • CEPD-4101 (Educational Psychology) Section: E02
    • CEPD-4101 (Educational Psychology) Section: E01

    Summer 2018 Sections

    • CEPD-4101 (Educational Psychology) Section: E01
    • CEPD-6101 (Psychology of Classroom Learn) Section: E02

    Spring 2018 Sections

    Fall 2017 Sections

    Summer 2017 Sections

    • CEPD-4101 (Educational Psychology) Section: E02
    • CEPD-4101 (Educational Psychology) Section: E01

    Spring 2017 Sections

    Fall 2016 Sections

    • CEPD-4101 (Educational Psychology) Section: E02
    • CEPD-4101 (Educational Psychology) Section: E01
    • CEPD-4101 (Educational Psychology) Section: 02D
    • CEPD-6101 (Psychology of Classroom Learn) Section: E02

    Summer 2016 Sections

    • CEPD-4101 (Educational Psychology) Section: E02
    • CEPD-4101 (Educational Psychology) Section: E01
    • ECED-4285 (SA: Education in China) Section: 02S

    Spring 2016 Sections

    Fall 2015 Sections

    Summer 2015 Sections

    Spring 2015 Sections

  • Publication List

    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

    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]

    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]

    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]

    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.

    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.

    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,

    Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students

    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

    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,