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JillianneCode
Curriculum Vitae

Jillianne Code

Associate Professor & Canada Research Chair (Tier II) in Learner Agency

Department of Curriculum & Pedagogy · Faculty of Education · University of British Columbia

ORCID: 0000-0002-3096-1289Google Scholar: Jillianne CodeUpdated: March 2026
$3.5M+
Research Funding
60+
Refereed Publications
2500+
Citations
CRC
Tier II · 2025–2030

Education

Degrees

  • PhD

    Educational Psychology

    Simon Fraser University · 2005–2010

    Dissertation: Assessing Agency for Learning: Agency for Learning, Measuring Agency for Learning, Agency as a Mediator of Academic Achievement

  • MEd

    Educational Psychology (Instructional Technology)

    University of Alberta · 1999–2002

  • BEd

    Secondary General Science & Art

    University of Alberta · 1995–1999

Appointments

Academic Positions

  • Canada Research Chair (Tier II) in Learner Agency

    UBC — Curriculum & Pedagogy · 2025–2030

  • Associate Professor

    UBC — Curriculum & Pedagogy · 2023–present

  • Assistant Professor

    UBC — Curriculum & Pedagogy · 2017–2023

  • Director, ALIVE Research Lab

    UBC · 2017–present

  • Associate Member

    University of Edinburgh — Centre for the Study of Digital Education · 2024–present

Funding

Research Grants

Total research funding: $3,541,300 (UBC: $3,098,023 · UVic: $443,277)

External Grants

  • PLĀ Fusion Hub (John R. Evans Leadership Fund)

    CFI$160,0002026–PI

  • AI for Care Translation (ACT)

    CIHR; IVADO2026–Co-I

  • INCLUDE-HER: Women's Cardiometabolic RCT Network

    ACT2026–Co-I

  • Health Effects of Ultra-Processed Foods: Decoding the biological Effects and Cardiovascular clinical Outcomes of Dietary Exposure to Ultra-Processed Foods (DECODE-UPF) — Team Grant

    CIHR2026–Co-I

  • Early Initiation of Antiplatelet ThERapy In HeArt TranspLantation (AERIAL)

    MRFF Australia2026–Co-I

  • Cardiovascular and Patient Engagement Research Consultancy (Evidence Experts Meeting and ongoing consultation)

    Bayer AG2026–PI

  • Canada Research Chair (Tier II) in Learner Agency

    Government of Canada$650,0002025–2030PI

  • Brain & Heart Failure Priority Setting Partnership (Brain-HF PSP)

    CFREF Brain-Heart Interconnectome$100,0002025–2026Co-I

  • PATIENT-FOCUS: Promoting Agency Through Innovative Education and Networked Teams

    CFREF Brain-Heart Interconnectome$25,0002025–2026Co-I

  • PATIENT Pilot Study: Promoting Agency Through Innovative Education and Networked Teams

    CIHR CHF Alliance$25,0002023–2025PI

  • NARRATE: learNer Agency emeRgence thRough Algorithmic liTEracy

    SSHRC — Insight Development Grant (No. 430-2023-01218)$74,9942023–2025PI

  • Self-Care and Family Caregiving in Older Adults with Heart Failure — Planning Grant

    CIHR$5,7552023Co-I

  • Patient Treatment Preferences and Decisional Needs for Heart Failure Medications (Patient-Oriented Research: Early-Career Investigator)

    CIHR$100,0002022Co-I

  • ALIVE: Agency and Learning in Immersive and Virtual Environments

    SSHRC — Insight Grant (No. 435-2022-0880)$399,0032022–2027PI

  • From the Heart: Canadian women's lived experiences of heart failure

    CIHR — Gender, Sex & Health Project Grant$355,7252021–2024Co-I

  • Beyond the Academy: Professional agency and learning in virtual contexts

    SSHRC — Partnership Engage Grant (No. 892-2021-1023)$25,0002021PI

  • vCHAT-MH: Virtual Community promoting Health literacy for COVID-19 Mental Health

    CIHR — COVID-19 Mental Health Operational Grant$199,0492020–2021Co-I

  • Virtual Clinics to Improve Quality of Care and Outcomes in Heart Failure: Multi-Centre RCT

    CIHR — Project Grant$309,8252020–2023Co-I

  • vCHAT-HF: Virtual Community promoting Health literacy for Heart Failure — Pilot RCT

    CIHR — Project Grant$304,0092020–2022Co-I

  • TECHNOLOGY, Research Analytics, Network, Systems FOR Managing Heart Failure (TRANSFORM-HF)

    Networks of Centres for Excellence$25,0002018Co-I

  • Personalized health — Improving heart failure outcomes through apps

    CIHR — Catalyst Grant$146,3682018–2020Co-I

  • Assessment for learning in immersive virtual environments (ALIVE)

    SSHRC — Insight Development Grant (No. 430-2016-00480)$70,6002018–2020PI

Internal Grants

  • From Silos to Synergy: Transforming Teacher Education for Multilingual Equity

    UBC TLEF — Large Innovation Project$166,8352026–2029Co-I

  • Faculty Inception Grant

    UBC Faculty of Education$4,0002025PI

  • Killam Faculty Research Fellowship

    Killam Trusts / UBC$18,0002024PI

Grants Under Review

  • Catalyst Grant: Analysis of Canadian Longitudinal Study in Aging (CLSA)

    CIHR$25,0002026–2027Co-I

  • Patient Agency in Cardiovascular Care and Education (PACE)

    CIHR — Project Grant$800,0002026–2031PI

  • Small TLEF Innovation Project: Pathways to Active Learning

    UBC / TLEF$19,1982026–2027Co-I

  • Catalyst Grant: Brain and Heart Failure Priority Setting Partnership (Brain-HF PSP)

    CIHR$125,0002025–2026Co-I

Recognition

Awards & Distinctions

Teaching

  • 2022

    Killam Teaching Prize

    UBC / Killam Foundation

Scholarship

  • 2024

    Killam Faculty Research Fellowship

    UBC / Killam Foundation

  • 2023

    Top Downloaded Paper — Information and Learning Sciences

    Emerald

  • 2020

    CMDO Award of Merit — Outstanding Poster

    IBTN

  • 2016

    Outstanding Paper Award — EdMedia

    AACE

  • 2013

    Outstanding Paper Award — EdMedia

    AACE

  • 2011

    Outstanding Paper Award — EdMedia

    AACE

Service & Community

  • 2025

    YWCA Woman of Distinction — Finalist

    YWCA

  • 2022

    Effective Voice of the Year

    World Heart Federation — HeartLife Foundation

  • 2019

    Dr. Harold N. Segall Award of Merit

    Canadian Cardiovascular Society

Teaching

Courses & Supervision

Courses at UBC

  • EDCP 575

    Curriculum and Pedagogy in the Postdigital Age

    Graduate

  • EDCP 508E

    Review of Research in Curriculum & Pedagogy

    Graduate

  • EDCP 571

    History of Media and Technology in Education

    Graduate

  • EDCP 570

    Seminar in the Teaching of ICT

    Graduate

  • EDUC 500

    Research Methodology in Education

    Graduate

  • EDCP 474

    Digital Media: Design and Pedagogy

    Undergraduate

  • EDUC 450B

    Inquiry Seminar I — Design & Technology

    Undergraduate

  • EDUC 451B

    Inquiry Seminar II — Design & Technology

    Undergraduate

  • EDUC 452B

    Inquiry Seminar III — Design & Technology

    Undergraduate

PhD Students

  • 2026-

    Aimee Lutrin

    Supervisor

  • 2026-

    Parsa Rajabi

    Co-Supervisor

  • 2022-

    Qiaochu (Joy) Xu

    Committee

  • 2022-

    Nesrine El Banna

    Supervisor

  • 2021-

    Leena Alkhammash

    Co-Supervisor

  • 2020-2020

    Stella Namae

    Committee

  • 2020-

    Rachel Moylan

    Supervisor

  • 2019-2025

    Kieran Forde

    Supervisor

  • 2019-2022

    Amelia Cole

    Committee

  • 2019-2025

    Erin Egeland

    Committee

  • 2018-2025

    Cristina Soto

    Co-Supervisor

  • 2017-2021

    Heather Lannon

    Supervisor

MA / MEd Students (selected)

  • 2027-

    Chaeyun Han

    Supervisor

  • 2026-

    Hannah Jo

    Supervisor

  • 2026-

    Jenna Hua

    Co-Supervisor

  • 2022-2024

    Aimee Lutrin

    Supervisor · SSHRC CGS-M

  • 2022-2024

    Zahira Tasabehji

    Supervisor · SSHRC CGS-M

  • 2018-2020

    Fabian Froehlich

    Supervisor

  • 2017-2022

    Charlene Chong

    Committee

  • 2014-2017

    Jamie Elbert (UVic)

    Supervisor · SSHRC CGS-M

Postdoctoral Fellows

  • 2024-2025

    Dr. Heather Lannon

    CIHR · Supervisor

  • 2018-2020

    Dr. Rachel Ralph

    SSHRC IDG 430-2016-00480 · Supervisor

Also supervised 24 MEd students (all completed) and numerous undergraduate research assistants. Supervised students have received SSHRC CGS-M fellowships, Killam awards, Provost and Public Scholars Initiative funding, and Teaching Assistant prizes.

Scholarship

Publications

60+ peer-reviewed publications · 263+ citations/year · ORCID · Google Scholar

Code, J., Forde, K., Moylan, R., Lutrin, A., Tasabehji, Z., Ralph, R., Mehta, A., Zap, N., & El Banna, N. (2026). Expressions of learner agency in virtual inquiry: Linking agency and evidence-centered game design. Computers & Education.

DOI →

Code, J. (Ed.) (2026). Postdigital Learner Agency: Navigating Hybrid and Algorithmically Mediated Education. Springer Nature Switzerland.

Code, J. (2026). Recruitment Messaging and Patient Agency in Clinical Research—Beyond Enrollment. JAMA Network Open.

DOI →

Sivakumar, B., Ricupero, M., et al. & Code, J. (2025). A mobile app intervention to support nutrition education for heart failure management. BMC Nutrition, 11(139).

DOI →

Code, J., Lannon, H., & Lutrin, A. (2025). Agency in action: Engaging patient participation in research. Patient Education and Counseling, 141, 109353.

DOI →

Code, J., Sauer, A., Mentz, R. & Monroe, R. (2025). Navigating heart failure: A plain-language summary to empower people with heart failure. Heart Failure Reviews, 30, 1539–1557.

DOI →

Theberge, E., Code, J., et al. (2025). Nonischemic cardiomyopathy in adult-onset PPA2-deficient mitochondrial disease. JACC Case Reports, 30(24), 1–6.

DOI →

Moylan, R., Code, J., & O'Brien, H. (2025). Teaching and AI in the postdigital age: Learning from teachers' perspectives. Teaching and Teacher Education, 153, 104851.

DOI →

Code, J. (2025). The entangled learner: Critical agency for the postdigital era. Postdigital Science and Education, 7, 336–358.

DOI →

Moylan, R. & Code, J. (2024). Algorithmic futures: An analysis of teacher professional digital competency frameworks. Teachers and Teaching, 30(4), 453–470.

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Code, J. (2024). At the heart of resilience: Empowering women's agency in navigating cardiovascular disease. CJC Open, 6(2), 473–484.

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Mamataz, T., Lee, D., et al. & Code, J. (2024). Factors affecting healthcare provider referral to heart function clinics: A mixed-method study. The Journal of Cardiovascular Nursing, 39(1), 18–30.

DOI →

Goldfarb, M., Saylor, M., Bozkurt, B., Code, J., et al. (2024). Patient-centered adult cardiovascular care: A scientific statement of the American Heart Association. Circulation, 149.

DOI →

Turgeon, R., Fernando, S., Bains, M., Code, J., et al. (2024). Qualitative analysis of patient treatment preferences and decisional needs for heart failure medications. Circulation HF, e011445.

DOI →

Butler, J., Petrie, M., Bains, M., Code, J., et al. (2023). Challenges and opportunities for increasing patient involvement in heart failure self-care programs. Research Involvement and Engagement, 9(23), 1–11.

DOI →

Joyce, E., et al. & Code, J. (2023). Participating in the peer review process: The Journal of Cardiac Failure construct. Journal of Cardiac Failure, 29(2), 181–192.

DOI →

Lannon, H., Code, J., et al. (2023). Patient and caregiver perspectives of the connection between home and the transplant journey. Heart and Lung, 57, 265–270.

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Code, J., Moylan, R., Forde, K., & Ralph, R. (2023). Teachers' sense of efficacy during a time of crisis. Canadian Journal of Science, Mathematics and Technology Education, 23, 538–558.

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Code, J., Ralph, R. & Forde, K. (2022). A disorienting dilemma: Teaching and learning in technology education during a time of crisis. Canadian Journal of Science, Mathematics, and Technology Education, 22(1), 170–189.

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Peiris, R., Ross, H., Code, J., et al. (2022). Automated digital counselling with social network support: ODYSSEE-vCHAT protocol. BMJ Open, 12(9), e059635.

DOI →

Code, J. (2022). From patient to agent. Journal of Cardiac Failure, 28(7), 1230–1234.

DOI →

Code, J., Zap, N. & Ralph, R. (2021). Academic success online: Mediating the effects of personality and self-efficacy. International Journal on E-Learning, 20(4), 377–410.

Pellegrini, D., et al. & Code, J. (2021). Social media in heart failure: A mixed-methods systematic review. Current Cardiology Reviews, 17(2), 161–170.

DOI →

Ross, E. S., Sakakibara, B. M., Mackay, M. H., Whitehurst, D. G., Singer, J., Toma, M., Corbett, K. K., Van Spall, H. G., Rutherford, K., Gheorghiu, B., & et al. (2021). The use of SMS text messaging to improve the hospital-to-community transition in patients with acute coronary syndrome (Txt2Prevent): results from a pilot randomized controlled trial. JMIR mHealth and uHealth, 9(5), e24530.

DOI →

Code, J. (2020). Agency for learning: Intention, motivation, self-efficacy and self-regulation. Frontiers in Education, 5(19), 1–15.

DOI →

Code, J., Ralph, R. & Forde, K. (2020). Pandemic designs for the future: Perspectives of technology education teachers during COVID-19. Information and Learning Science, 121(5/6), 419–431.

DOI →

Code, J. (2019). I am the clinical trial. JACC: Heart Failure, 7(5), 439–441.

DOI →

Code, J. & Zap, N. (2017). Assessment in immersive virtual environments: Cases for learning, of learning, and as learning. Journal of Interactive Learning Research, 28(3), 235–248.

Virani, S., Bains, M., Code, J., et al. (2017). The need for heart failure advocacy in Canada. Canadian Journal of Cardiology, 33(11), 1450–1454.

DOI →

Ross, E. S., Sakakibara, B. M., Mackay, M. H., Whitehurst, D. G., Singer, J., Toma, M., Corbett, K. K., Van Spall, H. G., Rutherford, K., Gheorghiu, B., & et al. (2017). The use of text messaging to improve the hospital-to-community transition in acute coronary syndrome patients (Txt2Prevent): intervention development and pilot randomized controlled trial protocol. JMIR Research Protocols, 6(5), e6968.

DOI →

Code, J. & Hatzipanagos, S. (2016). Open badges in online learning environments: Peer feedback as an engagement intervention. Journal of Educational Multimedia & Hypermedia, 25(2), 126–142.

Code, J. (2013). Agency and identity in social media. In S. Warburton & S. Hatzipanagos (Eds.), Digital Identity and Social Media. IGI Publishing..

Siemens, G., Irvine, V., & Code, J. (2013). Guest editors' preface to the special issue on MOOCs: an academic perspective on an emerging technological and social trend. Journal of Online Learning and Teaching, 9(2), iii.

DOI →

Elbert, J., Code, J., & Irvine, V. (2013). iPads on Practicum: Perspective of a Student-Teacher. The Arbutus Review (TAR), 4(1), 1–18.

Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.

DOI →

Clarke-Midura, J., Code, J., Mayrath, M., Dede, C., & Zap, N. (2012). Thinking outside the bubble: Virtual performance assessments for measuring inquiry learning. In Technology Based Assessment for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Information Age Publishing..

Code, J., Clarke-Midura, J., Zap, N. & Dede, C. (2012). Virtual performance assessment in immersive virtual environments. In H. Wang (Ed.), Interactivity in E-Learning. IGI Publishing..

DOI →

Zaparyniuk, N., & Code, J. (2009). Self-regulated learning in video game environments: Implications for educational gaming. In Handbook of Research on Effective Electronic Gaming in Education. IGI Publishing..

DOI →

Code, J., & Zaparyniuk, N. E. (2009). Social identities, group formation, and the analysis of online communities. In Handbook of research on social software and developing community ontologies. IGI Publishing..

Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2(2), 107–124.

DOI →

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Jillianne Code, M. Z. K. M. A. S. B. W. W., & Hadwin, A. (2006). Using Cognitive Tools in Gstudy to Investigate How Study Activities Covary with Achievement Goals. Journal of Educational Computing Research, 35(4), 339–358.

DOI →

Johnson, G. M., Howell, A. J., & Code, J. R. (2005). Online discussion and college student learning: Toward a model of influence. Technology, Pedagogy and Education, 14(1), 61–76.

DOI →

Presentations

Talks & Keynotes

Keynotes

  • Code, J. (2022, August). Scientific communication, patient-oriented research, and knowledge mobilization [Peter Pare Lectureship]. Heart-Lung Institute Research Day, Vancouver, BC.
  • Code, J. (2021, March). MAKING a career: How the pandemic has changed STEM education and the jobs of tomorrow [Keynote]. STEM Enrichment Youth and Education for All Foundation's World STEM Conference, Online.
  • Code, J. & Pike, R. (2017, October). The lived experience of cardiovascular nursing: A patient's perspective [Keynote]. Canadian Council for Cardiovascular Nurses Fall Conference, Vancouver, BC.
  • Code, J. (2017, June). A patient's voice [Keynote]. UBC Heart Failure Symposium, Vancouver, BC.
  • Catlin, B. & Code, J. (2017, May). The evolution of BC's provincial heart failure strategy [Keynote]. Canadian Council for Cardiovascular Nurses Spring Conference, Victoria, BC.

Invited Talks (Selected)

  • Code, J., Lannon, H. & Lutrin, A. (2025, May). Empowering patient agency in CV research: Outcomes from a patient-led pilot study. Canadian Heart Function Alliance Annual Meeting, Toronto, ON.
  • Code, J. & Ross, J. (2024, October). Speculative approaches to learner agency in digital futures. Centre for Research in Digital Education, University of Edinburgh, Edinburgh, UK.
  • Code, J. (2024, September). The balance of power — learner autonomy vs. algorithmic interference. Centre for Research in Digital Education, University of Edinburgh, Edinburgh, UK.
  • Code, J. & Lannon, H. (2024, May). Promoting agency through innovative education and networked teams (PATIENT): A pilot study on patient agency in research. Canadian Heart Function Alliance Annual Meeting, Montreal, QUE.
  • Code, J. (2022, March). Pandemic transformed pedagogy [Invited presentation]. EdTech Talk, Vancouver, BC.
  • Forde, K., Moylan, R., & Code, J. (2022, August). Digital tattoos and privacy [Invited presentation]. Science World STEAM Days of Summer, Vancouver, BC.
  • Code, J. (2017, May). The who, what, why & how of advocacy for heart failure patients [Invited presentation]. Heart Failure Update, Canadian Heart Failure Society, Toronto, ON.

Peer-Reviewed Conference Papers (Selected)

  • Froehlich, F. & Code, J. (2024, April). Social network analysis in teacher education. American Educational Research Association Annual Conference.
  • Code, J., Forde, K., Moylan, R, & Ralph, R. (2023, May). The impact of pandemic transformed pedagogy on technology educators. American Educational Research Association Annual Conference.
  • Code, J., Forde, K., Ralph, R., Zap, N., et al. (2023, May). Assessment for learning in immersive virtual environments: An evidence-centred game design. American Educational Research Association Annual Conference.
  • Code, J., Moylan, R., Lutrin, A., et al. (2024, June). Navigating neurons: A journey through middle school cognition via game-based science inquiry. Canadian Society for the Study of Education Annual Conference.
  • Code, J. (2019, June). Design and validation of the agency for learning questionnaire across multiple contexts. Canadian Society for the Study of Education Annual Meeting, Vancouver, Canada.
  • Code, J. (2012, April). Agency as a mediator of academic achievement. American Educational Research Association Annual Meeting, Vancouver, Canada.

Editorial

Editorial Roles & Peer Review

  • Canadian Journal of Science Mathematics and Technology Education

    Associate Editor / Technology · 2023–2026

  • Humanities and Social Science Communications

    Associate Editor · 2023–2024

  • Journal of Cardiac Failure

    Editor / Education and Knowledge Translation · 2020–2026

  • Frontiers in Education

    Review Editor / STEM Education · 2018–2020

  • Journal of Online Learning and Teaching

    Co-Editor / Special issue on MOOCs (Vol. 9, Issue 2) · 2012–2013

Also serves as grant reviewer for CIHR and SSHRC, and manuscript reviewer for British Journal of Educational Psychology, Computers & Education, Computers & Human Behaviour, Journal of Educational Computing Research, and others.

Service

Community & Professional Service

  • Office of the Lieutenant Governor of British Columbia

    Invited Expert Participant, Future Ready and Adaptability Round Table · 2026–present

  • Legislative Assembly of British Columbia

    Invited Witness, Select Standing Committee on Finance and Government Services (HeartLife Foundation of Canada) · 2026–2026

  • Mitewekan — Indigenous Research Advisory Circle

    Member · 2023–present

  • Canadian Women's Heart Health Alliance

    Education and Training Committee · 2022–present

  • BCIT

    UBC Representative, Technology Teacher Education Provincial Advisory Committee · 2020–present

  • Health Canada — Scientific Advisory Committee on Cardiovascular Devices (SAC-MDUCS)

    Member · 2019–present

  • Global Heart Hub — Heart Failure Patient Council

    Member · 2018–present

  • Heart & Stroke Foundation

    Heart Failure Mission Critical Area Committee · 2017–present

  • Heart & Stroke Foundation

    Appointed Member, Women's Heart & Brain Health Research Steering Committee · 2017–present

  • Cardiac Services BC / PHSA

    Senior Patient Advisor · 2016–present

  • Government of British Columbia

    Public Beneficiary Representative, Medical Services Commission · 2016–present

  • HeartLife Foundation of Canada

    Co-Founder & Board Member · 2016–present

Full Record

Download my complete CV

Includes all publications, presentations, and committee service

ORCIDPublications

Jillianne Code is supported by