2021
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}
}
2020
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}
}
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.
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}
}
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}
}
2019
Ralph, R, Code, J, Petrina, S
Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads Journal Article
In: International Journal of Early Years Education, 2019.
Abstract | BibTeX | Tags: 21st century learning, educational technology, iPads, learning design, preschool, qualitative | Links:
@article{Jillianne_Code64288027,
title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},
author = {R Ralph and J Code and S Petrina},
doi = {10.1080/09669760.2019.1685468},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Early Years Education},
abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},
keywords = {21st century learning, educational technology, iPads, learning design, preschool, qualitative},
pubstate = {published},
tppubtype = {article}
}
2017
Ross, E, Sakakibara, B M, Mackay, M H, Whitehurst, D G, Singer, J, Toma, M, Corbett, K K, Spall, H G C Van, Rutherford, K, Gheorghiu, B, Code, J, Lear, S A
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 Journal Article
In: JMIR research protocols, 2017.
BibTeX | Tags: educational technology, heart failure, mixed methods, RCT | Links:
@article{PMID:28536088,
title = {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},
author = {E Ross and B M Sakakibara and M H Mackay and D G Whitehurst and J Singer and M Toma and K K Corbett and H G C Van Spall and K Rutherford and B Gheorghiu and J Code and S A Lear},
doi = {10.2196/resprot.6968},
year = {2017},
date = {2017-01-01},
journal = {JMIR research protocols},
keywords = {educational technology, heart failure, mixed methods, RCT},
pubstate = {published},
tppubtype = {article}
}
Code, J, Zap, N
Assessment in immersive virtual environments: Cases for learning, of learning, and as learning Journal Article
In: Journal of Interactive Learning Research, vol. 28, no. 3, pp. 235-248, 2017.
BibTeX | Tags: 21st century learning, educational technology, immersive environments, learning design, qualitative | Links:
@article{Code2017,
title = {Assessment in immersive virtual environments: Cases for learning, of learning, and as learning},
author = {J Code and N Zap},
doi = {https://dx.doi.org/10.14288/1.0406650},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
journal = {Journal of Interactive Learning Research},
volume = {28},
number = {3},
pages = {235-248},
keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative},
pubstate = {published},
tppubtype = {article}
}
2016
Code, J, Penner, B, Kearly, S
Are we meeting the health care needs of Canadians? Conference
2016.
Abstract | BibTeX | Tags: autoethnography, educational technology, ehealth
@conference{Code2016d,
title = {Are we meeting the health care needs of Canadians?},
author = {J Code and B Penner and S Kearly},
editor = {S Mahoney},
year = {2016},
date = {2016-11-15},
abstract = {Code, J., Penner, B. & Kearly, S. (2016, November). Are we meeting the health care needs of Canadians? [Plenary] In S. Mahoney (Chair), 2016 Infoway Partnership Conference, Toronto, ON.},
keywords = {autoethnography, educational technology, ehealth},
pubstate = {published},
tppubtype = {conference}
}
Code, J, Hatzipanagos, S
Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency Proceeding
AACE World Conference on Educational Media and Technology, Vancouver, BC, 2016.
BibTeX | Tags: educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative
@proceedings{Code2016b,
title = {Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency},
author = {J Code and S Hatzipanagos},
editor = {C Fulford and G Veletsianos },
year = {2016},
date = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
keywords = {educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative},
pubstate = {published},
tppubtype = {proceedings}
}
Code, J, Zap, N
Virtual and augmented reality as cognitive tools for learning Proceeding
AACE World Conference on Educational Media and Technology, Vancouver, BC, 2016, (Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the world conference on educational multimedia, hypermedia and telecommunications (pp. 1317–1324). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). (SA)).
BibTeX | Tags: 21st century learning, cognitive tools, educational technology, immersive environments, systematic review
@proceedings{Code2016c,
title = {Virtual and augmented reality as cognitive tools for learning},
author = {J Code and N Zap},
editor = {C Fulford and G Veletsianos},
year = {2016},
date = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
note = {Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the world conference on educational multimedia, hypermedia and telecommunications (pp. 1317–1324). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). (SA)},
keywords = {21st century learning, cognitive tools, educational technology, immersive environments, systematic review},
pubstate = {published},
tppubtype = {proceedings}
}
Ross, E, Sakaibara, D, Mackay, M, Toma, M, Whitehurst, D, Spall, H G C Van, Rutherford, K, Jung, L, Gheorgiu, B, Hagan-Johnson, A, Code, J, Iannone, I, Lear, S
2016, (Poster presented at Heart + Lung Fest 2016, Institute for Heart + Lung Health, Vancouver, BC).
Abstract | BibTeX | Tags: educational technology, ehealth, heart failure
@misc{Ross2016b,
title = {The development of a text messaging intervention to improve the hospital-community transition in patients with cardiovascular disease},
author = {E Ross and D Sakaibara and M Mackay and M Toma and D Whitehurst and H G C Van Spall and K Rutherford and L Jung and B Gheorgiu and A Hagan-Johnson and J Code and I Iannone and S Lear},
year = {2016},
date = {2016-02-21},
abstract = {Ross, E., Sakaibara, D., Mackay, M., Toma, M., Whitehurst, D., Van Spall, H., Rutherford, K., Jung, L., Gheorgiu, B., Hagan-Johnson, A., Code, J., Iannone, I., & Lear, S. (2016, February). The development of a text messaging intervention to improve the hospital-community transition in patients with cardiovascular disease. Poster presented at Heart + Lung Fest 2016, Institute for Heart + Lung Health, Vancouver, BC. (CA)},
note = {Poster presented at Heart + Lung Fest 2016, Institute for Heart + Lung Health, Vancouver, BC},
keywords = {educational technology, ehealth, heart failure},
pubstate = {published},
tppubtype = {presentation}
}
Hatzipanagos, S, Code, J
Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency Journal Article
In: Journal of Educational Multimedia and Hypermedia, vol. 25, no. 2, pp. 127-142, 2016.
BibTeX | Tags: 21st century learning, action research, educational technology, gamification, learning design, online learning, teacher education
@article{Code2016,
title = {Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency},
author = {S Hatzipanagos and J Code},
year = {2016},
date = {2016-01-01},
journal = {Journal of Educational Multimedia and Hypermedia},
volume = {25},
number = {2},
pages = {127-142},
keywords = {21st century learning, action research, educational technology, gamification, learning design, online learning, teacher education},
pubstate = {published},
tppubtype = {article}
}
2015
Code, J
At the heart of flexible learning Presentation
2015, (Canada's Collaboration for Online Higher Education and Research (COHERE) Annual Conference, Victoria, BC).
Abstract | BibTeX | Tags: 21st century learning, autoethnography, educational technology, learning design, MOOC, online learning
@misc{Code2015f,
title = { At the heart of flexible learning},
author = {J Code},
year = {2015},
date = {2015-10-16},
abstract = {Code, J. (2015, October). At the heart of flexible learning. Presentation at Canada's Collaboration for Online Higher Education and Research (COHERE) Annual Conference, Victoria, BC. (FA)},
note = {Canada's Collaboration for Online Higher Education and Research (COHERE) Annual Conference, Victoria, BC},
keywords = {21st century learning, autoethnography, educational technology, learning design, MOOC, online learning},
pubstate = {published},
tppubtype = {presentation}
}
Code, J, Kataoka, H, McLellan, K
Leveraging social media at UVic: Using the online academic community for teaching and learning Workshop
2015, (Workshop at the Let's Talk About Teaching Conference, University of Victoria, Victoria, British Columbia, Canada.).
Abstract | BibTeX | Tags: educational technology, higher education, online learning, social media
@workshop{Code2015g,
title = {Leveraging social media at UVic: Using the online academic community for teaching and learning},
author = {J Code and H Kataoka and K McLellan},
year = {2015},
date = {2015-09-10},
abstract = {Code, J., Kataoka, H. & McLellan, K. (2015, September). Leveraging social media at UVic: Using the online academic community for teaching and learning. Workshop at the Let's Talk About Teaching Conference, University of Victoria, Victoria, British Columbia, Canada.},
note = {Workshop at the Let's Talk About Teaching Conference, University of Victoria, Victoria, British Columbia, Canada.},
keywords = {educational technology, higher education, online learning, social media},
pubstate = {published},
tppubtype = {workshop}
}
Coady, Y, Code, J, Ravelli, B, Yoon, J
Dynamic learning: Effective technology and learning in the classroom (face to face, online and blended) Presentation
2015, (New Faculty & Librarian Orientation, University of Victoria, Victoria, British Columbia, Canada).
Abstract | BibTeX | Tags: educational technology, higher education, online learning
@misc{Coady2015,
title = {Dynamic learning: Effective technology and learning in the classroom (face to face, online and blended)},
author = {Y Coady and J Code and B Ravelli and J Yoon},
editor = {J Aragon},
year = {2015},
date = {2015-08-21},
abstract = {Coady, Y., Code, J., Ravelli, B., & Yoon, J. (2015, August). Dynamic learning: Effective technology and learning in the classroom (face to face, online and blended). In J. Aragon (Chair), Technology Integrated Learning Session. Panel at the New Faculty & Librarian Orientation, University of Victoria, Victoria, British Columbia, Canada. (SA)},
note = {New Faculty & Librarian Orientation, University of Victoria, Victoria, British Columbia, Canada},
keywords = {educational technology, higher education, online learning},
pubstate = {published},
tppubtype = {presentation}
}
2014
Code, J, Zap, N
Assessments for learning, of learning, and as learning in 3D immersive virtual environments Book Chapter
In: Bastiaens, T, Marks, G (Ed.): Education and Information Technology 2014: A Selection of AACE Award Papers, pp. 209-219, Chesapeake, VA, 2014.
BibTeX | Tags: 21st century learning, educational technology, immersive environments, learning design, qualitative, systematic review
@inbook{RID:0528171654619-561,
title = {Assessments for learning, of learning, and as learning in 3D immersive virtual environments},
author = {J Code and N Zap},
editor = {T Bastiaens and G Marks},
year = {2014},
date = {2014-01-01},
booktitle = {Education and Information Technology 2014: A Selection of AACE Award Papers},
pages = {209-219},
address = {Chesapeake, VA},
keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative, systematic review},
pubstate = {published},
tppubtype = {inbook}
}
2013
Code, J, Zap, N
Assessments for learning, of learning, and as learning in 3D immersive virtual environments Proceeding
AACE World Conference on Educational Media and Technology, Victoria, BC, 2013.
BibTeX | Tags: 21st century learning, assessment, educational technology, immersive environments, learning design, qualitative, systematic review
@proceedings{Code2013b,
title = {Assessments for learning, of learning, and as learning in 3D immersive virtual environments},
author = {J Code and N Zap},
editor = {J Herrington},
year = {2013},
date = {2013-07-28},
publisher = {World Conference on Educational Media and Technology},
address = {Victoria, BC},
organization = {AACE},
keywords = {21st century learning, assessment, educational technology, immersive environments, learning design, qualitative, systematic review},
pubstate = {published},
tppubtype = {proceedings}
}
Alabi, H, Code, J
Visualizing learning analytics: A roadmap for student success Presentation
2013, (Canadian Society for the Study of Education Annual Meeting Victoria, Canada).
Abstract | BibTeX | Tags: assessment, educational technology, learning analytics, MOOC
@misc{Alabi2013,
title = {Visualizing learning analytics: A roadmap for student success},
author = {H Alabi and J Code},
year = {2013},
date = {2013-06-06},
abstract = {Alabi, H. & Code, J. (2013, June). Visualizing learning analytics: A roadmap for student success. Presentation at the Canadian Society for the Study of Education Annual Meeting Victoria, Canada. },
note = {Canadian Society for the Study of Education Annual Meeting Victoria, Canada},
keywords = {assessment, educational technology, learning analytics, MOOC},
pubstate = {published},
tppubtype = {presentation}
}
Stokes, P, Code, J, Lambertson, M, Atkinson, F
Learning technology ecosystem thinking: Broader than a learning management system alone. Presentation
2013, (BCNET-HPCS Annual Conference, Vancouver, Canada).
Abstract | BibTeX | Tags: educational technology, higher education
@misc{Stokes2013,
title = { Learning technology ecosystem thinking: Broader than a learning management system alone.},
author = {P Stokes and J Code and M Lambertson and F Atkinson},
year = {2013},
date = {2013-05-23},
abstract = {Stokes, P., Code, J., Lamberson, M. & Atkinson, F. (2013, May). Learning technology ecosystem thinking: Broader than a learning management system alone. Presentation at BCNET-HPCS Annual Conference, Vancouver, Canada. (CA)},
note = {BCNET-HPCS Annual Conference, Vancouver, Canada},
keywords = {educational technology, higher education},
pubstate = {published},
tppubtype = {presentation}
}
Code, J
Virtual performance assessments Presentation
2013, (Games Without Frontiers, Ideafest 2013. The University of Victoria, Victoria, BC).
Abstract | BibTeX | Tags: 21st century learning, assessment, educational technology, immersive environments, video games
@misc{Code2013d,
title = {Virtual performance assessments},
author = {J Code},
year = {2013},
date = {2013-03-14},
abstract = {Code, J. (2013, March). Virtual performance assessments. Presentation at Games Without Frontiers, Ideafest 2013. The University of Victoria, Victoria, BC. (FA)},
note = {Games Without Frontiers, Ideafest 2013. The University of Victoria, Victoria, BC},
keywords = {21st century learning, assessment, educational technology, immersive environments, video games},
pubstate = {published},
tppubtype = {presentation}
}