publication record.

@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},
year = {2021},
date = {2021-05-01},
journal = {International Journal on E-Learning},
keywords = {educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research},
pubstate = {forthcoming},
tppubtype = {article}
}

@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},
url = {https://preprints.jmir.org/preprint/24530/accepted},
doi = {10.2196/24530},
year = {2021},
date = {2021-05-01},
journal = {Journal of Medical Internet Research (JMIR)},
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 = {forthcoming},
tppubtype = {article}
}

@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}
}

@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}
}

@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}
}

@article{Code2020d,
title = {Representations of agency emergence in learning analytics},
author = {J Code},
year = {2020},
date = {2020-07-26},
journal = {International Journal of Information and Learning Technology},
keywords = {learner agency, learning analytics, learning design, systematic review},
pubstate = {forthcoming},
tppubtype = {article}
}

@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}
}

@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}
}

@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}
}

@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}
}