How do online course design features influence student performance? - Shanna Smith Jaggars; Di Xu 005 (Comput. Educ., 2016)

Females' Enrollment and Completion in Science, Technology, Engineering, and Mathematics Massive Open Online Courses. - Suhang Jiang; Katerina Schenke; Jacquelynne S. Eccles; Di Xu 005; Mark Warschauer (CoRR, 2016)

Towards Accurate and Fair Prediction of College Success: Evaluating Different Sources of Student Data. - Renzhe Yu; Qiujie Li; Christian Fischer 007; Shayan Doroudi; Di Xu 005 (EDM, 2020)

Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. - Di Xu 005; Danny Glick; Fernando Rodriguez; Bianca Cung; Qiujie Li; Mark Warschauer (Br. J. Educ. Technol., 2020)

Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. - Christian Fischer 007; Di Xu 005; Fernando Rodriguez; Kameryn Denaro; Mark Warschauer (Internet High. Educ., 2020)

Online instruction for a humanized learning experience: Techniques used by college instructors. - Qiujie Li; Maricela Bañuelos; Yujia Liu; Di Xu 005 (Comput. Educ., 2022)

Can student-facing analytics improve online students' effort and success by affecting how they explain the cause of past performance? - Qiujie Li; Di Xu 005; Rachel B. Baker; Amanda J. Holton; Mark Warschauer (Comput. Educ., 2022)

What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability. - Gabe Avakian Orona; Qiujie Li; Peter McPartlan; Carrie Bartek; Di Xu 005 (Comput. Educ., 2022)

College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity. - Xuehan Zhou; Qiujie Li; Di Xu 005; XunFei Li; Christian Fischer 007 (Internet High. Educ., 2023)

The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes. - Xuehan Zhou; Qiujie Li; Di Xu 005; Amanda J. Holton; Brian K. Sato (Internet High. Educ., 2023)

Varying Impacts: The Role of Student Self-Evaluation in Navigating Learning Analytics. - Qiujie Li; Xuehan Zhou; Di Xu 005; Rachel B. Baker; Amanda J. Holton (L@S, 2024)

Not ALL Delay is Procrastination: Analyzing Subpatterns of Academic Delayers in Online Learning. - Jinwon Kim; Qiujie Li; Zilu Jiang; Di Xu 005 (LAK, 2025)

Unlocking success: Key features of college online pedagogical practices that predict better performance. - Qiujie Li; Xuehan Zhou; Di Xu 005 (Comput. Educ., 2025)

Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices. - Di Xu 005; Yujia Liu; Zhiling Meng Shea; Kimberly Vincent-Layton; Jeffrey White; Michelle Pacansky-Brock (Internet High. Educ., 2025)

Does professional development for online instruction improve student course outcomes? - Xuehan Zhou; Qiujie Li; Di Xu 005 (Internet High. Educ., 2025)

Student, Course Design, or Context? Studying the Determinants of Academic Procrastination at Scale. - Jinwon Kim; Qiujie Li; Conrad Borchers; Zilu Jiang; Di Xu 005 (L@S, 2026)