Li Cao

• Ph.D.
• Professor at University of West Georgia

With the advance of the Maker movement, teacher professional development is needed to prepare K-12 teachers for maker-centered instruction. This study examined the influence of teaching experience in learning maker-centered instruction. Data included surveys, 3D models, and maker lesson plans created by 162 in-service K-12 teachers. Results show th...

As part of the maker movement, 3D printing technology has received considerable attention in education. Although this technology has become increasingly available in schools, K-12 teachers often struggle with integrating 3D technology into classroom teaching and learning. Professional development support is needed to help teachers develop the uniqu...

This study explored two different ways for K‐12 school teachers to access educational makerspace through virtual fieldtrips. K‐12 school teachers from rural areas of the Southeast USA were divided into two groups. The experimental group (n = 48) drove telepresence robots to take their fieldtrip, while the comparison group (n = 23) watched the same...

With an increased interest in makerspace in K‐12 education, professional development (PD) is needed to equip teachers with the knowledge, skills and dispositions to effectively incorporate makerspace and maker technology in teaching. This study examined a virtual PD programme to improve K‐12 teachers' knowledge, attitudes and beliefs in teaching wi...

Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitor...

As part of a large reciprocal learning partnership project between Canada and China, this study explored Canadian teachers’ perceptions of mathematics teaching in elementary schools in China. Using reciprocal learning and Activity Theory as the theoretical lens, we collected data, i.e., classroom observations, group discussion, and informal exchang...

Despite the established importance of learner self-efficacy in academic achievement in traditional face-to-face classes, it is less clear what role learner self-efficacy plays in online settings. While previous research has consistently shown the importance of self-efficacy in self-regulated learning, it is unclear whether the relationships between...

In order to better understand teachers' perspectives on the design and development of digital gamebased learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learni...

Researchers have investigated how gameplay and other related activities influence teachers’ attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers’ attitudes toward and perceptions of the use of digital games in the classroom a...

While designing a database at the conceptual level using the Entity-Relationship (ER) model is challenging for novices, mapping an Entity-Relationship Diagram (ERD) to a relational schema is not an easy task, either. One of the problems is students' lack of understanding of the underlying mapping principles. The mental gap between the two models in...

This study investigates the utility of the new 3 × 2 achievement goal model in predicting online student test anxiety and help-seeking. Achievement goals refer to students' general aims for participating in learning and the standard by which they judge their achievement (Pintrich, 2000). According to Elliot and his colleagues (2011), there are six...

Complex, ill-structured problem solving is not a linear, straightforward process. Rather it is an iterative and cyclical process and involves ongoing monitoring and evaluation. Therefore, metacognition is critical for successful problem solving. Although there is no question about the importance of scaffolding in complex, ill-structured problem sol...

Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun...

This study examined the notion that active procrastinators are a positive type of procrastinators who possess desirable characteristics similar to non-procrastinators, but different from the traditional passive procrastinators. A two-step procedure was followed to categorise university students (N = 125) as active procrastinators, passive procrasti...

Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and gra...

This mixed methods study examined the relationships between students' learning goals, performance goals, study strategies, and test performances over a 14-week undergraduate course in educational psychology. Sixty undergraduate students provided goals at the beginning of the semester and reflected on their goals, study strategies, and test performa...

This study examined college students' awareness of difficulties in learning class content and selection of study strategies to address the perceived challenges. Data consisted of responses by 94 students to two survey questions on 11 weekly monitoring worksheets. Data analyses, using the constant comparative method and Chi-Square tests, revealed th...

Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate course. Path analyses revealed a significant influence of the interventio...

The literature on metacognition suggests that having students practice metacognitive monitoring consistently should lead to significant improvement over time. In this study, students practiced metacognitive monitoring through the course of a full semester. The authors then examined changes in monitoring accuracy,judgment bias, and their relationshi...

As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' ( N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series de...

This study examined changes in personal teaching efficacy (PTE) by pre-service teachers in relation to various instructional strategies used in a college course. PTE was assessed at the beginning and end of the course, and students were asked to rate which instructional strategies had the greatest impact on their PTE and learning. Results indicated...

The topic of teacher reflection has been gaining greater attention in the education literature. Nevertheless, teachers' reflective processes have not been well understood. This study attempted to describe characteristics and content of professors' post-class reflection. More specifically, it attempted to determine whether professors engage in the r...