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.
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, 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}
}
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
2019
Code, J, Zap, N
A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education Proceeding
AACE edmedia + innovate learning, Amsterdam, Netherlands, 2019.
BibTeX | Tags: higher education, learning design, mediation, mixed methods, online learning, personality, self-efficacy, survey research, teacher education
@proceedings{Code2019b,
title = {A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education},
author = {J Code and N Zap},
editor = {T Bastiaens},
year = {2019},
date = {2019-08-31},
publisher = {edmedia + innovate learning},
address = {Amsterdam, Netherlands},
organization = {AACE},
keywords = {higher education, learning design, mediation, mixed methods, online learning, personality, self-efficacy, survey research, teacher education},
pubstate = {published},
tppubtype = {proceedings}
}
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}
}
2016
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}
}
2014
Leach, D, Laur, B, Bebbington, T, Code, J, Broome, D
Gamification for online engagement in higher Education: A randomized controlled trial Proceeding
Games Learning + Society Conference GLS10, Madison, WI, USA, 2014.
BibTeX | Tags: gamification, higher education, learning design, mixed methods, online learning, RCT
@proceedings{RID:0528171654621-581,
title = {Gamification for online engagement in higher Education: A randomized controlled trial},
author = {D Leach and B Laur and T Bebbington and J Code and D Broome},
editor = {A Ochsner},
year = {2014},
date = {2014-01-01},
pages = {153-159},
publisher = {Games Learning + Society Conference GLS10},
address = {Madison, WI, USA},
keywords = {gamification, higher education, learning design, mixed methods, online learning, RCT},
pubstate = {published},
tppubtype = {proceedings}
}
2013
Alabi, H, Code, J, Irvine, V
Visualizing learning analytics: Designing a roadmap for success Proceeding
World Conference on Educational Media and Technology, Victoria, BC, 2013.
BibTeX | Tags: learning analytics, mixed methods, MOOC
@proceedings{RID:0528171654622-674,
title = {Visualizing learning analytics: Designing a roadmap for success},
author = {H Alabi and J Code and V Irvine},
editor = {J Herrington and A Couros and V Irvine},
year = {2013},
date = {2013-01-01},
pages = {951-959},
publisher = {World Conference on Educational Media and Technology},
address = {Victoria, BC},
keywords = {learning analytics, mixed methods, MOOC},
pubstate = {published},
tppubtype = {proceedings}
}
2007
Johnson, G M, Zaparyniuk, N, Code, J
Internet use and cognitive skills: Planning, attention, simultaneous and successive processing Proceeding
World Conference on Educational Media and Technology, 2007.
BibTeX | Tags: 21st century learning, assessment, educational technology, mixed methods
@proceedings{RID:0528171654626-695,
title = {Internet use and cognitive skills: Planning, attention, simultaneous and successive processing},
author = {G M Johnson and N Zaparyniuk and J Code},
editor = {C Montgomerie and J Seale},
year = {2007},
date = {2007-01-01},
booktitle = {World Conference on Educational Media and Technology 2007},
pages = {3273-3278},
publisher = {World Conference on Educational Media and Technology},
keywords = {21st century learning, assessment, educational technology, mixed methods},
pubstate = {published},
tppubtype = {proceedings}
}
Johnson, G M, Code, J, Zaparyniuk, N
Online behavior and cognitive development Proceeding
World Conference on Educational Media and Technology, Vancouver, BC, 2007.
BibTeX | Tags: 21st century learning, assessment, educational technology, mixed methods, online learning
@proceedings{RID:0528171654626-696,
title = {Online behavior and cognitive development},
author = {G M Johnson and J Code and N Zaparyniuk},
editor = {C Montgomerie and J Seale},
year = {2007},
date = {2007-01-01},
booktitle = {World Conference on Educational Media and Technology},
pages = {3279-3288},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
keywords = {21st century learning, assessment, educational technology, mixed methods, online learning},
pubstate = {published},
tppubtype = {proceedings}
}
2006
Nesbit, J C, Winne, P H, Jamieson-Noel, D, Code, J, Zhou, M, Macallister, K, Bratt, S, Wang, W, Hadwin, A F
Using cognitive tools in gStudy to investigate how study activities covary with achievement goals Journal Article
In: Journal of Educational Computing Research, vol. 35, no. 4, pp. 339-358, 2006.
BibTeX | Tags: educational technology, learning analytics, mixed methods, self-regulation
@article{Code2006c,
title = {Using cognitive tools in gStudy to investigate how study activities covary with achievement goals},
author = {J C Nesbit and P H Winne and D Jamieson-Noel and J Code and M Zhou and K Macallister and S Bratt and W Wang and A F Hadwin},
year = {2006},
date = {2006-01-01},
journal = {Journal of Educational Computing Research},
volume = {35},
number = {4},
pages = {339-358},
keywords = {educational technology, learning analytics, mixed methods, self-regulation},
pubstate = {published},
tppubtype = {article}
}
2005
Johnson, G M, Howell, A J, Code, J
Online discussion and college student learning: Toward a model of influence Journal Article
In: Technology, Pedagogy and Education, vol. 14, no. 1, pp. 61-76, 2005.
BibTeX | Tags: mixed methods, online learning, teacher education
@article{Code2005,
title = {Online discussion and college student learning: Toward a model of influence},
author = {G M Johnson and A J Howell and J Code},
year = {2005},
date = {2005-01-01},
journal = {Technology, Pedagogy and Education},
volume = {14},
number = {1},
pages = {61-76},
keywords = {mixed methods, online learning, teacher education},
pubstate = {published},
tppubtype = {article}
}
2003
Irvine, V, Mappin, D, Code, J
Preparing teachers to teach online: The role of faculties of education Proceeding
World Conference on Educational Media and Technology, Honolulu, HI, 2003.
BibTeX | Tags: mixed methods, online learning, teacher education
@proceedings{RID:0528171654627-703,
title = {Preparing teachers to teach online: The role of faculties of education},
author = {V Irvine and D Mappin and J Code},
editor = {D Lassner and C McNaught},
year = {2003},
date = {2003-01-01},
booktitle = {World Conference on Educational Media and Technology 2003},
pages = {1978-1981},
publisher = {World Conference on Educational Media and Technology},
address = {Honolulu, HI},
keywords = {mixed methods, online learning, teacher education},
pubstate = {published},
tppubtype = {proceedings}
}