Lan Li


Lan Li, Ph.D.

  • Position: Classroom Technology Program and Endorsement Coordinator/Professor
  • Phone: 419-372-7335
  • Email:
  • Address: 521 Education Building

More Information on Lan Li

Ph.D., University of Nebraska-Lincoln

M.S., University of Nebraska-Kearney

B.A., ChongQing University

Technology-facilitated teaching and learning, teacher preparation, and online education

Undergraduate Courses
EDTL 4670 Computer Utilization for Young Adult Education
EDTL 3020 Computer Utilization for Middle Childhood
EDTL 3030 Computer Utilization for Early Childhood
Graduate Courses
EDTL 6120 Classroom Technology for Teachers
EDTL 6180 Technology Tool for eLearning
EDTL 6270 Reading and Technology
EDTL 6310 Technology in the 21st Century Classroom
EDTL 6320 Technology Leadership and Professional Development
EDTL 6330 Hypermedia I
EDTL 6340 Hypermedia II
EDTL 6380 Seminar
EDTL 6800 Web 2.0 for classroom Teachers

Li, L. (In Press). The role of anonymity in peer assessment. Assessment and Evaluation in Higher Education.
Fei, G., & Li, L. (2015). What happened in one hour? Examining the synchronous chat in a microblogging-based professional development community. British Journal of Educational Technology. Advance online publication. doi: 10.1111/bjet.12384
Li, L., & Fei, G. (2015). The effect of peer assessment on project performance of students at different learning levels. Assessment and Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2015.1048185
Li, L., Worch, E. A., Zhou, Y., & Aguiton, R. (2015). How and why digital generation teachers use technology in the classroom: An explanatory sequential mixed study. International Journal for the Scholarship of Teaching and Learning, 9(2), published online
Liu, X., & Li, L. (2014). Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education, 39 (3), 275-292.
Worch, E. A., Li, L., & Herman, T. L. (2012). Preservice early childhood teachers’ self-efficacy and outcome expectancy for ICT integration in science instruction. Education Research and Perspectives, 39, 90-103.
Li, L. (2012). Using a structured peer assessment model to facilitate pre-service teachers’ WebQuest development. The OHIO Journal of Teacher Education, 25(1), 19-23.  
Li, L., Liu, X., & Zhou, Y. (2012). Give and take: A re-analysis of assessor and assessee roles in technology-facilitated peer assessment. British Journal of Educational Research, 43(3), 376-384.
Li, L., Steckelberg, A. L., Srinivasan, S (2011). Utilizing peer interactions to promote learning through a web-based peer assessment system. REM - Research on Education and Media, 3 (2), 239-255. Reprint.
Zhang, Z., Liu, X., & Li, L. (2011). Research and study on self-efficacy, motivation, and perceived usefulness for Web-based peer assessment. In J. Niu (Ed.), Distance learning and English teaching (pp. 186-199). Beijing, China: Open University.
Li, L. (2011). How do students of diverse achievement levels benefit from peer assessment? International Journal for Scholarship of Teaching and Learning. 5(2).  Retrieved from         
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Research, 41(3), 525-536.

Reviewer, British Journal of Educational Technology
Reviewer, Mid-Western Educational Researcher
Reviewer, Journal of Educational Computing Research
Reviewer, Journal of Educational Technology & Society
Member, Scientific Committee, Series of "Università e ricerca - University and Research” published by Penda Multimedia (Italy)
Member, Scientific Committee, Series of "Valutare - Evaluate” published by Penda Multimedia (Italy)

Reading, gardening, cooking

Updated: 10/16/2023 09:13AM