Jillianne Code

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.

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.

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).

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

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.

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

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.

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

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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

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.

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

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.

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.

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.

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.

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..

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..

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.

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.

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.