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},

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}

}

@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{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}

}

@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}

}

@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}

}

@article{Jillianne_Code62323557,

title = {iPads on practicum: Perspective of a student-teacher},

author = {J Elbert and J Code and V Irvine},

doi = {10.18357/tar41201312703},

issn = {1923-1334},

year  = {2013},

date = {2013-01-01},

journal = {The Arbutus Review},

volume = {4},

number = {1},

abstract = {Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.},

keywords = {21st century learning, action research, educational technology, English language arts, iPads, learning design, media literacy, mobile devices, practicum, qualitative, secondary education, tablet technology, teacher education},

pubstate = {published},

tppubtype = {article}

}

@article{RID:0528171654622-672,

title = {Re-aligning higher education for the 21st century learner through multi-access learning},

author = {V Irvine and J Code and L Richards},

year  = {2013},

date = {2013-01-01},

journal = {Journal of Online Learning and Teaching},

volume = {9},

number = {2},

pages = {172-186},

keywords = {21st century learning, higher education, learner agency, learning design, online learning, systematic review},

pubstate = {published},

tppubtype = {article}

}

@article{Code2013,

title = {The utility of using immersive virtual environments for the assessment of science inquiry learning},

author = {J Code and J Clarke-Midura and N Zap and C Dede},

year  = {2013},

date = {2013-01-01},

journal = {Journal of Interactive Learning Research},

volume = {24},

number = {4},

pages = {371-396},

keywords = {immersive environments, learning design, science inquiry, STEM},

pubstate = {published},

tppubtype = {article}

}