welcome.

I am a Canadian researcher, educator, and learning scientist specializing in student agency and the mediating role of online learning technologies and social media on student success, mental health, and well-being. As the Director of the ALIVE Research Lab at the University of British Columbia I study agency ‘unbundled’ from formal learning contexts including social media, online and virtual immersive environments.

I am also a two-time heart transplant recipient, heart failure survivor, and co-founder of the HeartLife Foundation of Canada whose mission is to engage, educate, and empower the voices of those living with heart failure.

Please check out my profile and contact me if you have further inquiries.

Profile

I am currently an Assistant Professor in the Faculty of Education at the University of British Columbia and Director of the Assessment for Learning in Immersive and Virtual Environments (ALIVE) Research Lab.

My research focus is on the area of translational research across education, health, medicine, and STEM; student agency (philosophy), learning technology, and educational assessment. I specialize in mixed methods research and use autoethnography to educate others about the lived experience of heart failure and heart transplant.

CONTACT

my research is funded by

Social Sciences and Humanities Research Council of Canada

Contact

SCHOLARSHIP

RESEARCH

My research advances interdisciplinary scholarship by engaging in fundamental questions about the nature of scientific inquiry across disciplines and elicit its impact on the democratization of knowledge and promotion of human agency.

TEACHING

Empowering individuals to actively engage in the learning process makes my courses, my mentorship, my community engagement a lived experience and is thus more responsive, reflexive, dynamic and collaborative.

COMMUNITY

I became a public health advocate following my diagnosis of heart failure subsequent surgeries for an ICD and an LVAD. I have received two heart transplants and am a co-founder of the HeartLife Foundation of Canada.

publications.

Academic success online: Mediating the effects of personality and self-efficacy in online learning

Academic success in any context is dependent upon a student’s belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a […]

Social media in heart failure: A mixed methods systematic review

Pellegrini, D., Eliya, Y., Gavert, A., Code, J., & Van Spall, H. (2019). Social media in heart failure: A mixed methods systematic review. Current Cardiology Reviews. Advance online publication. http://doi.org/dg22 (CA)

Smiling schoolchildren using digital tablet

Measuring theory of mind (ToM) with preschool-aged children

Ralph, R., Code, J. & Petrina, S. (2019). Measuring theory of mind (ToM) with preschool-aged children: Storybooks and observations with iPads. International Journal of Early Years Education. Advance online publication. https://doi.org/ddxb (CA)

A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education

Code, J. & Zap, N. (2019). A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education. In J. Theo Bastiaens (Ed.), Proceedings of edmedia + innovate learning (pp. 1511-1517). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

I am the clinical trial

Code. J. (2019). I am the clinical trial. Journal of the American College of Cardiology: Heart Failure, 7(5), pp. 439-441. https://doi.org/ddxd (FA)