2022
139.
Code, J, Forde, K, Moylan, R, Ralph, R
Teachers' sense of efficacy during a time of crisis Journal Article Forthcoming
In: Manuscript under review, Forthcoming.
Abstract | BibTeX | Tags: teacher education, technology education | Links:
@article{Code2022d,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and K Forde and R Moylan and R Ralph},
doi = {https://doi.org/10.35542/osf.io/tdg75},
year = {2022},
date = {2022-07-12},
urldate = {2022-07-12},
journal = {Manuscript under review},
abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs. },
keywords = {teacher education, technology education},
pubstate = {forthcoming},
tppubtype = {article}
}
Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs.
138.
Code, J
From patient to agent Journal Article
In: Journal of Cardiac Failure, vol. 8, no. 7, pp. 1230-1234, 2022.
BibTeX | Tags: advocacy, autoethnography, editorial, heart failure | Links:
@article{Code2022c,
title = {From patient to agent},
author = {J Code},
doi = {https://doi.org/10.1016/j.cardfail.2022.04.007},
year = {2022},
date = {2022-07-01},
urldate = {2022-06-17},
journal = {Journal of Cardiac Failure},
volume = {8},
number = {7},
pages = {1230-1234},
keywords = {advocacy, autoethnography, editorial, heart failure},
pubstate = {published},
tppubtype = {article}
}
137.
Code, J, Ralph, R, Forde, K
A disorienting dilemma: Teaching and learning in technology education during a time of crisis Journal Article
In: Canadian Journal of Science, Mathematics and Technology Education, 2022.
Abstract | BibTeX | Tags: | Links:
@article{Code2022,
title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},
author = {J Code and R Ralph and K Forde},
doi = {10.1007/s42330-022-00191-9},
year = {2022},
date = {2022-01-21},
urldate = {2022-01-21},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.
2021
136.
Code, J, Forde, K, Ralph, R, Zap, N
Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM Proceeding
STEM in Education 2021 Vancouver, BC, 2021.
Abstract | BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry
@proceedings{Code2021c,
title = {Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
organization = {STEM in Education 2021 },
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how game-based 3D immersive virtual environments (3DIVEs), as assessments for learning, aren designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how game-based 3D immersive virtual environments (3DIVEs), as assessments for learning, aren designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.
135.
Code, J, Forde, K, Petrina, S, Ralph, R, Zhao, J
Designerly ways, means, and ends: From STEM to STEAM to STEAMD Proceeding
STEM in Education 2021 Vancouver, BC, 2021.
BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry
@proceedings{Code2021,
title = {Designerly ways, means, and ends: From STEM to STEAM to STEAMD},
author = {J Code and K Forde and S Petrina and R Ralph and J Zhao},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
institution = {University of British Columbia},
organization = {STEM in Education 2021 },
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
134.
Ross, E, Sakakibara, B, Mackay, M, Whitehurst, D, Singer, J, Toma, M, Corbett, K, Rutherford, K, Gheorghiu, B, Code, J, Lea, S
User experiences with a pilot text messaging intervention aimed to support patients with acute coronary syndrome after discharge Journal Article Forthcoming
In: Annals of Behavioral Medicine, Forthcoming.
Abstract | BibTeX | Tags: ehealth, heart failure | Links:
@article{Ross2021b,
title = {User experiences with a pilot text messaging intervention aimed to support patients with acute coronary syndrome after discharge},
author = {E Ross and B Sakakibara and M Mackay and D Whitehurst and J Singer and M Toma and K Corbett and K Rutherford and B Gheorghiu and J Code and S Lea},
url = {https://res.cloudinary.com/ibtnetwork/image/upload/v1590348569/virtual%20posters%20ibtn%202020/Ross_IBTN_2020_Abstract_Qual_v3.pdf
https://res.cloudinary.com/ibtnetwork/image/upload/v1590348569/virtual%20posters%20ibtn%202020/Ross_IBTN2020_Poster_v3.pdf},
year = {2021},
date = {2021-05-01},
journal = {Annals of Behavioral Medicine},
publisher = {Annals of Behavioral Medicine},
abstract = {Background: Acute coronary syndrome (ACS) is a leading cause of hospital admission. Many patients with ACS experience challenges after discharge. Text messaging (SMS) has the potential to reach these patients; however, there is limited knowledge about the effectiveness and acceptability of SMS programs during this period.
Objectives: To assess the acceptability of and users’ experiences with a pilot SMS intervention that aims to support patients with ACS after discharge.
Methods: Seventy-six participants were recruited as inpatients and were randomized at discharge to receive usual care or a 60-day SMS program that included automated one-way messages with information on follow-up care, self-management and healthy living. We
conducted semi-structured interviews with 18 participants who received the messages. Using thematic analysis, we identified themes regarding the program’s design, user engagement, and the program’s impact.
Results: Overall, participants liked the design and 90% indicated they were satisfied or very satisfied with the program. Many stated they looked forward to the messages and 95% read all the messages indicating high engagement. Perceived impacts of the program included making participants feel their recovery process was normal, feeling as if they were receiving social support, and reinforcing that they were on the right track. However, some participants did not feel they benefited much and as such did not change their behaviours.
Conclusion: The SMS program was well received and acceptable to most participants; however, not all felt that it impacted their recovery.},
keywords = {ehealth, heart failure},
pubstate = {forthcoming},
tppubtype = {article}
}
Background: Acute coronary syndrome (ACS) is a leading cause of hospital admission. Many patients with ACS experience challenges after discharge. Text messaging (SMS) has the potential to reach these patients; however, there is limited knowledge about the effectiveness and acceptability of SMS programs during this period.
Objectives: To assess the acceptability of and users’ experiences with a pilot SMS intervention that aims to support patients with ACS after discharge.
Methods: Seventy-six participants were recruited as inpatients and were randomized at discharge to receive usual care or a 60-day SMS program that included automated one-way messages with information on follow-up care, self-management and healthy living. We
conducted semi-structured interviews with 18 participants who received the messages. Using thematic analysis, we identified themes regarding the program’s design, user engagement, and the program’s impact.
Results: Overall, participants liked the design and 90% indicated they were satisfied or very satisfied with the program. Many stated they looked forward to the messages and 95% read all the messages indicating high engagement. Perceived impacts of the program included making participants feel their recovery process was normal, feeling as if they were receiving social support, and reinforcing that they were on the right track. However, some participants did not feel they benefited much and as such did not change their behaviours.
Conclusion: The SMS program was well received and acceptable to most participants; however, not all felt that it impacted their recovery.
Objectives: To assess the acceptability of and users’ experiences with a pilot SMS intervention that aims to support patients with ACS after discharge.
Methods: Seventy-six participants were recruited as inpatients and were randomized at discharge to receive usual care or a 60-day SMS program that included automated one-way messages with information on follow-up care, self-management and healthy living. We
conducted semi-structured interviews with 18 participants who received the messages. Using thematic analysis, we identified themes regarding the program’s design, user engagement, and the program’s impact.
Results: Overall, participants liked the design and 90% indicated they were satisfied or very satisfied with the program. Many stated they looked forward to the messages and 95% read all the messages indicating high engagement. Perceived impacts of the program included making participants feel their recovery process was normal, feeling as if they were receiving social support, and reinforcing that they were on the right track. However, some participants did not feel they benefited much and as such did not change their behaviours.
Conclusion: The SMS program was well received and acceptable to most participants; however, not all felt that it impacted their recovery.
133.
Ross, E, Sakakibara, B, Mackay, M, Whitehurst, D, Singer, J, Toma, M, Corbett, K, Rutherford, K, Gheorghiu, B, Code, J, Lear, S
In: Journal of Medical Internet Research (JMIR), vol. 9, no. 5, pp. e24530, 2021.
Abstract | BibTeX | Tags: ehealth, heart failure | Links:
@article{Ross2021,
title = {The use of text messaging to improve the hospital-to-community transition in acute coronary syndrome patients (Txt2Prevent): Results from a pilot randomized controlled trial},
author = {E Ross and B Sakakibara and M Mackay and D Whitehurst and J Singer and M Toma and K Corbett and K Rutherford and B Gheorghiu and J Code and S Lear},
doi = {https://doi.org/10.2196/24530},
year = {2021},
date = {2021-05-01},
urldate = {2021-05-01},
journal = {Journal of Medical Internet Research (JMIR)},
volume = {9},
number = {5},
pages = {e24530},
abstract = {Background:
Acute coronary syndrome (ACS) is a leading cause of hospital admission in North America. Many patients with ACS experience challenges after discharge that impact their clinical outcomes and psychosocial well-being. Text messaging has the potential to provide support to patients during this post-discharge period.
Objective:
This study pilot-tested a 60-day text-messaging intervention (Txt2Prevent) for patients with ACS. The primary objective was to compare self-management domains between usual care and usual care plus Txt2Prevent. The secondary objectives were to compare medication adherence, health-related quality of life, self-efficacy, and healthcare resource use between groups. The third objective was to assess the feasibility of the study protocol and the acceptability of the intervention.
Methods:
This was a randomized controlled trial with blinding of outcome assessors. We recruited 76 patients with ACS from St. Paul’s Hospital in Vancouver, Canada and randomized them to one of two groups within seven days of discharge. The Txt2Prevent program included automated one-way text messages about follow-up care, self-management and healthy living. Data was collected during the index admission and at 60-days after randomization. The primary outcome was measured with the Health Education Impact Questionnaire (heiQ). Other outcomes included the EQ-5D-5L, EQ visual analogue scale, Sullivan Cardiac Self-Efficacy Scale, Morisky Medication Adherence Scale and self-reported healthcare resource use. Analyses of covariance were used to test the effect of group assignment on follow-up scores (controlling for baseline) and were considered exploratory in nature. Feasibility was assessed with descriptive characteristics of the study protocol. Acceptability was assessed with two survey questions and semi-structured interviews.
Results:
There were no statistically significant differences between the groups for the heiQ domains (adjusted mean difference: health directed activity: –0.13 [95% confidence interval (CI): –0.39-0.13]; positive and active engagement in life: 0.03 [95% CI: –0.19-0.25]; emotional distress: 0.04 [95% CI: –0.22-0.29]; self-monitoring and insight: 0.14 [95% CI: –0.33-0.05]; constructive attitudes and approaches: –0.10 [95% CI: –0.36- 0.17]; skill technique and acquisition: 0.05 [95% CI: –0.18-0.27]; social integration and support: –0.12 [95% CI: –0.34-0.19]; health services navigation: –0.05 [95% CI: –0.29-0.19]). For the secondary outcomes, there were no statistically significant differences in adjusted analyses except in one self-efficacy domain (‘Total Plus’), where the Txt2Prevent group had lower scores (mean difference: –0.36 [95% CI: –0.66 to -0.50]). The study protocol was feasible although recruitment took longer than expected. Over 90% of participants reported they were satisfied with the program.
Conclusions:
The Txt2Prevent study was feasible to implement; however, although exploratory, there were no differences between the two groups in adjusted analyses except for one self-efficacy domain. As the intervention appeared acceptable, there is potential in using text messages in this context. The design of the intervention may need to be reconsidered to have more impact on outcome measures. Clinical Trial: ClinicalTrials.gov NCT02336919},
keywords = {ehealth, heart failure},
pubstate = {published},
tppubtype = {article}
}
Background:
Acute coronary syndrome (ACS) is a leading cause of hospital admission in North America. Many patients with ACS experience challenges after discharge that impact their clinical outcomes and psychosocial well-being. Text messaging has the potential to provide support to patients during this post-discharge period.
Objective:
This study pilot-tested a 60-day text-messaging intervention (Txt2Prevent) for patients with ACS. The primary objective was to compare self-management domains between usual care and usual care plus Txt2Prevent. The secondary objectives were to compare medication adherence, health-related quality of life, self-efficacy, and healthcare resource use between groups. The third objective was to assess the feasibility of the study protocol and the acceptability of the intervention.
Methods:
This was a randomized controlled trial with blinding of outcome assessors. We recruited 76 patients with ACS from St. Paul’s Hospital in Vancouver, Canada and randomized them to one of two groups within seven days of discharge. The Txt2Prevent program included automated one-way text messages about follow-up care, self-management and healthy living. Data was collected during the index admission and at 60-days after randomization. The primary outcome was measured with the Health Education Impact Questionnaire (heiQ). Other outcomes included the EQ-5D-5L, EQ visual analogue scale, Sullivan Cardiac Self-Efficacy Scale, Morisky Medication Adherence Scale and self-reported healthcare resource use. Analyses of covariance were used to test the effect of group assignment on follow-up scores (controlling for baseline) and were considered exploratory in nature. Feasibility was assessed with descriptive characteristics of the study protocol. Acceptability was assessed with two survey questions and semi-structured interviews.
Results:
There were no statistically significant differences between the groups for the heiQ domains (adjusted mean difference: health directed activity: –0.13 [95% confidence interval (CI): –0.39-0.13]; positive and active engagement in life: 0.03 [95% CI: –0.19-0.25]; emotional distress: 0.04 [95% CI: –0.22-0.29]; self-monitoring and insight: 0.14 [95% CI: –0.33-0.05]; constructive attitudes and approaches: –0.10 [95% CI: –0.36- 0.17]; skill technique and acquisition: 0.05 [95% CI: –0.18-0.27]; social integration and support: –0.12 [95% CI: –0.34-0.19]; health services navigation: –0.05 [95% CI: –0.29-0.19]). For the secondary outcomes, there were no statistically significant differences in adjusted analyses except in one self-efficacy domain (‘Total Plus’), where the Txt2Prevent group had lower scores (mean difference: –0.36 [95% CI: –0.66 to -0.50]). The study protocol was feasible although recruitment took longer than expected. Over 90% of participants reported they were satisfied with the program.
Conclusions:
The Txt2Prevent study was feasible to implement; however, although exploratory, there were no differences between the two groups in adjusted analyses except for one self-efficacy domain. As the intervention appeared acceptable, there is potential in using text messages in this context. The design of the intervention may need to be reconsidered to have more impact on outcome measures. Clinical Trial: ClinicalTrials.gov NCT02336919
Acute coronary syndrome (ACS) is a leading cause of hospital admission in North America. Many patients with ACS experience challenges after discharge that impact their clinical outcomes and psychosocial well-being. Text messaging has the potential to provide support to patients during this post-discharge period.
Objective:
This study pilot-tested a 60-day text-messaging intervention (Txt2Prevent) for patients with ACS. The primary objective was to compare self-management domains between usual care and usual care plus Txt2Prevent. The secondary objectives were to compare medication adherence, health-related quality of life, self-efficacy, and healthcare resource use between groups. The third objective was to assess the feasibility of the study protocol and the acceptability of the intervention.
Methods:
This was a randomized controlled trial with blinding of outcome assessors. We recruited 76 patients with ACS from St. Paul’s Hospital in Vancouver, Canada and randomized them to one of two groups within seven days of discharge. The Txt2Prevent program included automated one-way text messages about follow-up care, self-management and healthy living. Data was collected during the index admission and at 60-days after randomization. The primary outcome was measured with the Health Education Impact Questionnaire (heiQ). Other outcomes included the EQ-5D-5L, EQ visual analogue scale, Sullivan Cardiac Self-Efficacy Scale, Morisky Medication Adherence Scale and self-reported healthcare resource use. Analyses of covariance were used to test the effect of group assignment on follow-up scores (controlling for baseline) and were considered exploratory in nature. Feasibility was assessed with descriptive characteristics of the study protocol. Acceptability was assessed with two survey questions and semi-structured interviews.
Results:
There were no statistically significant differences between the groups for the heiQ domains (adjusted mean difference: health directed activity: –0.13 [95% confidence interval (CI): –0.39-0.13]; positive and active engagement in life: 0.03 [95% CI: –0.19-0.25]; emotional distress: 0.04 [95% CI: –0.22-0.29]; self-monitoring and insight: 0.14 [95% CI: –0.33-0.05]; constructive attitudes and approaches: –0.10 [95% CI: –0.36- 0.17]; skill technique and acquisition: 0.05 [95% CI: –0.18-0.27]; social integration and support: –0.12 [95% CI: –0.34-0.19]; health services navigation: –0.05 [95% CI: –0.29-0.19]). For the secondary outcomes, there were no statistically significant differences in adjusted analyses except in one self-efficacy domain (‘Total Plus’), where the Txt2Prevent group had lower scores (mean difference: –0.36 [95% CI: –0.66 to -0.50]). The study protocol was feasible although recruitment took longer than expected. Over 90% of participants reported they were satisfied with the program.
Conclusions:
The Txt2Prevent study was feasible to implement; however, although exploratory, there were no differences between the two groups in adjusted analyses except for one self-efficacy domain. As the intervention appeared acceptable, there is potential in using text messages in this context. The design of the intervention may need to be reconsidered to have more impact on outcome measures. Clinical Trial: ClinicalTrials.gov NCT02336919
132.
Code, J, Zap, N, Ralph, R
Academic success online: Mediating the effects of personality and self-efficacy in online learning Journal Article
In: International Journal on E-Learning, vol. 20, no. 4, pp. 377-410, 2021.
Abstract | BibTeX | Tags: educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research | Links:
@article{Code2021b,
title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},
author = {J Code and N Zap and R Ralph},
url = {https://www.learntechlib.org/p/212813},
doi = {https://dx.doi.org/10.14288/1.0406651},
year = {2021},
date = {2021-05-01},
urldate = {2021-05-01},
journal = {International Journal on E-Learning},
volume = {20},
number = {4},
pages = {377-410},
abstract = {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 shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.},
keywords = {educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research},
pubstate = {published},
tppubtype = {article}
}
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 shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.
131.
Eliya, Y, Pellegrini, D, Gevaert, A B, Code, J, Spall, H G C Van
Social media in heart failure: A mixed methods systematic review Journal Article
In: Current Cardiology Reviews, vol. 17, no. 2, pp. 161-170, 2021.
Abstract | BibTeX | Tags: | Links:
@article{eliya2019social,
title = {Social media in heart failure: A mixed methods systematic review},
author = {Y Eliya and D Pellegrini and A B Gevaert and J Code and H G C Van Spall},
doi = {10.2174/1573403X15666191210143657},
year = {2021},
date = {2021-03-01},
journal = {Current Cardiology Reviews},
volume = {17},
number = {2},
pages = {161-170},
abstract = {Background: Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients.
Objective: This mixed method systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods: We searched PubMed, Embase and Medline using the terms "cardiology," "social media," and "heart failure." We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube for posts using the hashtags "#heartfailure", "#HF", "#CHF" on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results: Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common sources profiles. The publications provided 1194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and >400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusions: Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more research promotion, research collaboration, and professional advocacy than YouTube.
Keywords: Cardiology; Heart Failure; Social Media; Twitter; YouTube.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Background: Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients.
Objective: This mixed method systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods: We searched PubMed, Embase and Medline using the terms "cardiology," "social media," and "heart failure." We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube for posts using the hashtags "#heartfailure", "#HF", "#CHF" on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results: Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common sources profiles. The publications provided 1194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and >400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusions: Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more research promotion, research collaboration, and professional advocacy than YouTube.
Keywords: Cardiology; Heart Failure; Social Media; Twitter; YouTube.
Objective: This mixed method systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods: We searched PubMed, Embase and Medline using the terms "cardiology," "social media," and "heart failure." We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube for posts using the hashtags "#heartfailure", "#HF", "#CHF" on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results: Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common sources profiles. The publications provided 1194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and >400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusions: Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more research promotion, research collaboration, and professional advocacy than YouTube.
Keywords: Cardiology; Heart Failure; Social Media; Twitter; YouTube.
2020
130.
Forde, K, Ralph, R, Code, J
Tech ed during COVID-19: Safety, engagement, and access Journal Article
In: Teacher Magazine, vol. Sept / Oct, 2020.
BibTeX | Tags: teacher education, technology education | Links:
@article{Forde2020,
title = {Tech ed during COVID-19: Safety, engagement, and access},
author = {K Forde and R Ralph and J Code},
url = {https://jillianne.ca/2020-teachernewsmag-teched-during-covid-19/},
year = {2020},
date = {2020-09-21},
journal = {Teacher Magazine},
volume = {Sept / Oct},
keywords = {teacher education, technology education},
pubstate = {published},
tppubtype = {article}
}
129.
Code, J, Ralph, R, Forde, K
Pandemic designs for the future: Perspectives of technology education teachers during COVID-19 Journal Article
In: Information and Learning Sciences, vol. 121, no. 5/6, pp. 419-431, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education | Links:
@article{code2020pandemic,
title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},
author = {J Code and R Ralph and K Forde},
url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0112/full/pdf?title=pandemic-designs-for-the-future-perspectives-of-technology-education-teachers-during-covid-19},
doi = {10.1108/ILS-04-2020-0112},
year = {2020},
date = {2020-07-08},
journal = {Information and Learning Sciences},
volume = {121},
number = {5/6},
pages = {419-431},
publisher = {Emerald Publishing Limited},
abstract = {Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},
keywords = {21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education},
pubstate = {published},
tppubtype = {article}
}
Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
128.
Code, J
The democratization of heart failure: Connecting voices from Canada's other pandemic Conference
University of Toronto EMPOWER-HF Virtual Roundtable, Toronto, ON [Virtual], 2020.
Abstract | BibTeX | Tags: autoethnography, democratization, heart failure, learner agency, RCT
@conference{Code2020e,
title = {The democratization of heart failure: Connecting voices from Canada's other pandemic},
author = {J Code},
year = {2020},
date = {2020-06-19},
publisher = {EMPOWER-HF Virtual Roundtable},
address = {Toronto, ON [Virtual]},
organization = {University of Toronto},
abstract = {Code, J. (2020, June). The democratization of heart failure: Connecting voices from Canada's other pandemic. In H. Ross (Chair), EMPOWER-HF Virtual Roundtable, Toronto, ON.},
keywords = {autoethnography, democratization, heart failure, learner agency, RCT},
pubstate = {published},
tppubtype = {conference}
}
Code, J. (2020, June). The democratization of heart failure: Connecting voices from Canada's other pandemic. In H. Ross (Chair), EMPOWER-HF Virtual Roundtable, Toronto, ON.
127.
Ross, E, Sakakibara, B, Mackay, M, Whitehurst, D, Singer, J, Toma, M, Corbett, K, Rutherford, K, Gheorghiu, B, Code, J, Lear, S
2020, (International Behavioral Trials Network (IBTN) Global 2020 Conference, Montreal, Canada).
Abstract | BibTeX | Tags: educational technology, heart failure, quantitative, RCT
@misc{Ross2020,
title = {User experiences with a pilot text messaging intervention aimed to support patients with acute coronary syndrome after discharge},
author = {E Ross and B Sakakibara and M Mackay and D Whitehurst and J Singer and M Toma and K Corbett and K Rutherford and B Gheorghiu and J Code and S Lear},
year = {2020},
date = {2020-05-04},
abstract = {Ross, E., Sakakibara, B., Mackay, M., Whitehurst, D., Singer, J., Toma, M., Corbett, K., Rutherford, K., Gheorghiu, B., Code, J., & Lear, S. (2020, May). User experiences with a pilot text messaging intervention aimed to support patients with acute coronary syndrome after discharge. Poster session at the International Behavioral Trials Network (IBTN) Global 2020 Conference, Montreal, Canada. (CA) Available online: https://www.ibtnetwork.org/conference/posters/ross/},
note = {International Behavioral Trials Network (IBTN) Global 2020 Conference, Montreal, Canada},
keywords = {educational technology, heart failure, quantitative, RCT},
pubstate = {published},
tppubtype = {presentation}
}
Ross, E., Sakakibara, B., Mackay, M., Whitehurst, D., Singer, J., Toma, M., Corbett, K., Rutherford, K., Gheorghiu, B., Code, J., & Lear, S. (2020, May). User experiences with a pilot text messaging intervention aimed to support patients with acute coronary syndrome after discharge. Poster session at the International Behavioral Trials Network (IBTN) Global 2020 Conference, Montreal, Canada. (CA) Available online: https://www.ibtnetwork.org/conference/posters/ross/
126.
Behan, C, Meldrum, J, Pinel, B, Code, J
Reciprocating Coach-Athlete Relationship Model (R-CARM): Trustworthiness for a Useful Tool Journal Article
In: International Journal of Contemporary Research and Review, vol. 11, no. 5, pp. 20227-20266, 2020.
Abstract | BibTeX | Tags: | Links:
@article{Behan2020b,
title = {Reciprocating Coach-Athlete Relationship Model (R-CARM): Trustworthiness for a Useful Tool},
author = {C Behan and J Meldrum and B Pinel and J Code},
doi = {https://doi.org/10.15520/ijcrr.v11i05.808},
year = {2020},
date = {2020-05-01},
journal = {International Journal of Contemporary Research and Review},
volume = {11},
number = {5},
pages = {20227-20266},
abstract = {Coach-athlete relationships are the fundamental fabric that binds a team together, impacts performance and athlete behavior in order to succeed in the competitive environment. Numerous authors suggest that an effective coach-athlete relationship is necessary for a successful outcome (Lafrenière, Jowett, Vallerand, & Carbonneau, 2011 Shields, Gardner, Bredemeier, & Bostro, 1997) and it is conceivable that the key to a successful coach-athlete relationship is the development of human relationships by the coaches (Jowett & Cockerill, 2003; Philippe et al., 2011). Therefore “the most important encounter (in sport) may be the one between the athlete and their coach” (Ayer, 2015, p. 28). This relationship is dynamically unique and complex, it can vary in both depth and quality, and is one that simultaneously influences and is influenced by a number of variables and contexts (Ayer, 2015; Allen & Eby, 2012; Jowett & Poczwardowski, 2007). Broadly the coach-athlete
the relationship is defined as a situation in which two individual’s
(coach and athlete) feelings, thoughts, and behaviors
are mutually and causally interdependent (Jowett & Meek,
2000).Research has shown that the athletes’ perceptions of
their coaches’ behaviors have an impact on academics, performance,
actions, leadership, morals, and beliefs (Horn,
Bloom, Berglund, & Packard, 2011; Jowett & Cockerill,
2003;); plausibly, athletes can be manipulated by the coachathlete
relationship (Felton & Jowett, 2013; Philippe, Sagar,
Huguet, Paquet, & Jowett, 2011).},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Coach-athlete relationships are the fundamental fabric that binds a team together, impacts performance and athlete behavior in order to succeed in the competitive environment. Numerous authors suggest that an effective coach-athlete relationship is necessary for a successful outcome (Lafrenière, Jowett, Vallerand, & Carbonneau, 2011 Shields, Gardner, Bredemeier, & Bostro, 1997) and it is conceivable that the key to a successful coach-athlete relationship is the development of human relationships by the coaches (Jowett & Cockerill, 2003; Philippe et al., 2011). Therefore “the most important encounter (in sport) may be the one between the athlete and their coach” (Ayer, 2015, p. 28). This relationship is dynamically unique and complex, it can vary in both depth and quality, and is one that simultaneously influences and is influenced by a number of variables and contexts (Ayer, 2015; Allen & Eby, 2012; Jowett & Poczwardowski, 2007). Broadly the coach-athlete
the relationship is defined as a situation in which two individual’s
(coach and athlete) feelings, thoughts, and behaviors
are mutually and causally interdependent (Jowett & Meek,
2000).Research has shown that the athletes’ perceptions of
their coaches’ behaviors have an impact on academics, performance,
actions, leadership, morals, and beliefs (Horn,
Bloom, Berglund, & Packard, 2011; Jowett & Cockerill,
2003;); plausibly, athletes can be manipulated by the coachathlete
relationship (Felton & Jowett, 2013; Philippe, Sagar,
Huguet, Paquet, & Jowett, 2011).
the relationship is defined as a situation in which two individual’s
(coach and athlete) feelings, thoughts, and behaviors
are mutually and causally interdependent (Jowett & Meek,
2000).Research has shown that the athletes’ perceptions of
their coaches’ behaviors have an impact on academics, performance,
actions, leadership, morals, and beliefs (Horn,
Bloom, Berglund, & Packard, 2011; Jowett & Cockerill,
2003;); plausibly, athletes can be manipulated by the coachathlete
relationship (Felton & Jowett, 2013; Philippe, Sagar,
Huguet, Paquet, & Jowett, 2011).
125.
Behan, C, Meldrum, J, Pinel, B, Code, J
The binding force: A practical model for building and maintaining the coach-athlete relationship in Canadian intercollegiate team sport Journal Article
In: International Journal of Contemporary Research and Review, vol. 11, no. 5, pp. 20205-20226, 2020.
Abstract | BibTeX | Tags: | Links:
@article{Behan2020,
title = {The binding force: A practical model for building and maintaining the coach-athlete relationship in Canadian intercollegiate team sport},
author = {C Behan and J Meldrum and B Pinel and J Code},
doi = {10.15520/ijcrr.v11i05.807},
year = {2020},
date = {2020-05-01},
urldate = {2020-05-01},
journal = {International Journal of Contemporary Research and Review},
volume = {11},
number = {5},
pages = {20205-20226},
abstract = {Coaches at Canadian post-secondary institutions have immense responsibilities: operating a successful sport program, managing the academic and athletic success of their athletes and ultimately delivering results, in other words, winning. “When athletes first join a team, they begin to familiarize themselves with their coach, the coach-athlete relationship, the environment, and the system” (Becker, 2009 p. 97) the athlete will compete in. Successful coaches are consistent in who they are (coach attributes), and how they maintain relationships, manage the team environment and carry out their system (Becker, 2009); they provide a stable environment in order to develop the overall person and student-athlete. To date, the coach-athlete relationship remains to be an area of further exploration within team sport. The coach-athlete relationship is currently defined as a situation shaped by coaches’ and athletes’ interconnected feelings, thoughts, and behaviors (Jowett, 2005, 2007; Jowett & Poczardowski, 2007). This study addresses the need for a more systematic qualitative understanding of the coach-athlete relationship through the eyes of champion post-secondary team sport coaches. The emergence of various themes within the relationship are discussed, demonstrating a reciprocal bond that leads to, and continually feeds the connection between the coach and athlete, even afterward, once it has been established. The importance of the coach-athlete relationship, its impact, development, and maintenance are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Coaches at Canadian post-secondary institutions have immense responsibilities: operating a successful sport program, managing the academic and athletic success of their athletes and ultimately delivering results, in other words, winning. “When athletes first join a team, they begin to familiarize themselves with their coach, the coach-athlete relationship, the environment, and the system” (Becker, 2009 p. 97) the athlete will compete in. Successful coaches are consistent in who they are (coach attributes), and how they maintain relationships, manage the team environment and carry out their system (Becker, 2009); they provide a stable environment in order to develop the overall person and student-athlete. To date, the coach-athlete relationship remains to be an area of further exploration within team sport. The coach-athlete relationship is currently defined as a situation shaped by coaches’ and athletes’ interconnected feelings, thoughts, and behaviors (Jowett, 2005, 2007; Jowett & Poczardowski, 2007). This study addresses the need for a more systematic qualitative understanding of the coach-athlete relationship through the eyes of champion post-secondary team sport coaches. The emergence of various themes within the relationship are discussed, demonstrating a reciprocal bond that leads to, and continually feeds the connection between the coach and athlete, even afterward, once it has been established. The importance of the coach-athlete relationship, its impact, development, and maintenance are discussed.
124.
Pellegrini, D, Eliya, Y, Gavert, A, Code, J, Spall, H G C Van
Social media in heart failure: A mixed methods systematic review. Presentation
2020, (American College of Cardiology Annual Meeting (ACC.20), Chicago, Il, USA.).
Abstract | BibTeX | Tags: heart failure, mixed methods, social media, systematic review
@misc{Pellegrini2020b,
title = {Social media in heart failure: A mixed methods systematic review.},
author = {D Pellegrini and Y Eliya and A Gavert and J Code and H G C Van Spall},
year = {2020},
date = {2020-03-04},
abstract = {Pellegrini, D., Eliya, Y., Gavert, A., Code, J., & Van Spall, H. (2020, March). Social media in heart failure: A mixed methods systematic review. Poster session at the American College of Cardiology Annual Meeting (ACC.20), Chicago, Il, USA. (CA)},
note = {American College of Cardiology Annual Meeting (ACC.20), Chicago, Il, USA.},
keywords = {heart failure, mixed methods, social media, systematic review},
pubstate = {published},
tppubtype = {presentation}
}
Pellegrini, D., Eliya, Y., Gavert, A., Code, J., & Van Spall, H. (2020, March). Social media in heart failure: A mixed methods systematic review. Poster session at the American College of Cardiology Annual Meeting (ACC.20), Chicago, Il, USA. (CA)
123.
Code, J
Agency for learning: Intention, motivation, self-efficacy and self-regulation Journal Article
In: Frontiers in Education, vol. 5, pp. 19, 2020.
Abstract | BibTeX | Tags: AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research | Links:
@article{code2020agency,
title = {Agency for learning: Intention, motivation, self-efficacy and self-regulation},
author = {J Code},
doi = {10.3389/feduc.2020.00019},
year = {2020},
date = {2020-02-26},
booktitle = {Frontiers in Education},
journal = {Frontiers in Education},
volume = {5},
pages = {19},
organization = {Frontiers},
abstract = {Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.},
keywords = {AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research},
pubstate = {published},
tppubtype = {article}
}
Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.
122.
Ralph, R, Pennefather, P, Code, J, Petrina, S
Too many apps to choose from: Using rubrics to select mobile apps for preschool Book Chapter
In: Papadakis, S, Kalogiannakis, M (Ed.): Mobile Learning Applications in Early Childhood Education, Chapter 2, pp. 20–38, Information Science Reference/IGI Global, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology | Links:
@inbook{ralph2020too,
title = {Too many apps to choose from: Using rubrics to select mobile apps for preschool},
author = {R Ralph and P Pennefather and J Code and S Petrina},
editor = {S Papadakis and M Kalogiannakis},
doi = {10.4018/978-1-7998-1486-3.ch002 },
year = {2020},
date = {2020-01-01},
booktitle = {Mobile Learning Applications in Early Childhood Education},
pages = {20--38},
publisher = {Information Science Reference/IGI Global},
chapter = {2},
abstract = {Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)},
keywords = {21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology},
pubstate = {published},
tppubtype = {inbook}
}
Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
121.
Roston, T M, Bains, M, Code, J, Virani, S A
Heart failure in the young: The patient perspective and lived-experience Journal Article
In: Canadian Journal of General Internal Medicine, vol. 15, no. SP1, pp. 36–39, 2020.
Abstract | BibTeX | Tags: autoethnography, heart failure, lived experience | Links:
@article{roston2020heart,
title = {Heart failure in the young: The patient perspective and lived-experience},
author = {T M Roston and M Bains and J Code and S A Virani},
doi = {10.22374/cjgim.v15iSP1.418},
year = {2020},
date = {2020-01-01},
journal = {Canadian Journal of General Internal Medicine},
volume = {15},
number = {SP1},
pages = {36--39},
abstract = {Heart failure (HF) is an often-debilitating syndrome that carries a lifelong burden of increased morbidity and mortality. While most affected individuals are elderly with ischemic heart disease, there are subsets of younger individuals who will develop HF. In this group, non-ischemic causes of cardiomyopathy are more common, optimal therapies are less clear, and the personal and societal impact is often greater. The lived-experience of younger patients highlights several unmet needs not addressed by large HF trials that influence survival, personal and financial wellness and return to activities of daily living. In Canada, there is an increasing focus on the patient perspective, especially amongst young individuals, when devising guidelines, policies and promoting advocacy in HF. This article describes the lived-experience of HF through the case example of a young patient, summarizes the clinical challenges in this age-group, and discusses opportunities to elevate the patient experience of care as a performance indicator.},
keywords = {autoethnography, heart failure, lived experience},
pubstate = {published},
tppubtype = {article}
}
Heart failure (HF) is an often-debilitating syndrome that carries a lifelong burden of increased morbidity and mortality. While most affected individuals are elderly with ischemic heart disease, there are subsets of younger individuals who will develop HF. In this group, non-ischemic causes of cardiomyopathy are more common, optimal therapies are less clear, and the personal and societal impact is often greater. The lived-experience of younger patients highlights several unmet needs not addressed by large HF trials that influence survival, personal and financial wellness and return to activities of daily living. In Canada, there is an increasing focus on the patient perspective, especially amongst young individuals, when devising guidelines, policies and promoting advocacy in HF. This article describes the lived-experience of HF through the case example of a young patient, summarizes the clinical challenges in this age-group, and discusses opportunities to elevate the patient experience of care as a performance indicator.
120.
Pellegrini, D, Eliya, Y, Gevaert, A B, Code, J, Spall, H G C Van
Social media in heart failure: A mixed methods systematic review Journal Article
In: Journal of the American College of Cardiology, vol. 75, no. 11 Supplement 1, pp. 3536, 2020.
Abstract | BibTeX | Tags: heart failure, mixed methods, social media, systematic review | Links:
@article{pellegrini2020social,
title = {Social media in heart failure: A mixed methods systematic review},
author = {D Pellegrini and Y Eliya and A B Gevaert and J Code and H G C Van Spall},
doi = {10.1016/S0735-1097(20)34163-2},
year = {2020},
date = {2020-01-01},
journal = {Journal of the American College of Cardiology},
volume = {75},
number = {11 Supplement 1},
pages = {3536},
publisher = {Journal of the American College of Cardiology},
abstract = {Background
Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients. This mixed methods systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods
We searched PubMed, Embase, and Medline using the terms “cardiology”, “social media”, and “heart failure”. We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube posts using the hashtags “#heartfailure”, “#HF”, or “#CHF” on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results
Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common source profiles. The publications provided 1,194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and over 400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusion
Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more content on research promotion, research collaboration, and professional advocacy than YouTube.
Footnotes
Poster Contributions
Posters Hall_Hall A
Saturday, March 28, 2020, 12:30 p.m.-1:15 p.m.
Session Title: Spotlight on Special Topics: Education and Training 2
Abstract Category: 42. Spotlight on Special Topics: Education and Training
Presentation Number: 1174-278},
keywords = {heart failure, mixed methods, social media, systematic review},
pubstate = {published},
tppubtype = {article}
}
Background
Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients. This mixed methods systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods
We searched PubMed, Embase, and Medline using the terms “cardiology”, “social media”, and “heart failure”. We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube posts using the hashtags “#heartfailure”, “#HF”, or “#CHF” on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results
Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common source profiles. The publications provided 1,194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and over 400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusion
Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more content on research promotion, research collaboration, and professional advocacy than YouTube.
Footnotes
Poster Contributions
Posters Hall_Hall A
Saturday, March 28, 2020, 12:30 p.m.-1:15 p.m.
Session Title: Spotlight on Special Topics: Education and Training 2
Abstract Category: 42. Spotlight on Special Topics: Education and Training
Presentation Number: 1174-278
Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients. This mixed methods systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).
Methods
We searched PubMed, Embase, and Medline using the terms “cardiology”, “social media”, and “heart failure”. We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube posts using the hashtags “#heartfailure”, “#HF”, or “#CHF” on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.
Results
Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common source profiles. The publications provided 1,194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and over 400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).
Conclusion
Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more content on research promotion, research collaboration, and professional advocacy than YouTube.
Footnotes
Poster Contributions
Posters Hall_Hall A
Saturday, March 28, 2020, 12:30 p.m.-1:15 p.m.
Session Title: Spotlight on Special Topics: Education and Training 2
Abstract Category: 42. Spotlight on Special Topics: Education and Training
Presentation Number: 1174-278
