2024
16.
Mamataz, T, Lee, D, Turk-Adawi, K, Hajaj, AM, Code, J, Grace, SL
Factors affecting healthcare provider referral to heart function clinics: A mixed-method study Journal Article
In: The Journal of Cardiovascular Nursing, vol. 39, iss. 1, pp. 18-30, 2024.
Abstract | BibTeX | Altmetric | Tags: heart disease, heart failure, Heart Transplant, mixed methods | Links:
@article{Mamataz2024,
title = {Factors affecting healthcare provider referral to heart function clinics: A mixed-method study},
author = {T Mamataz and D Lee and K Turk-Adawi and AM Hajaj and J Code and SL Grace},
doi = {https://doi.org/10.1097/jcn.0000000000001029},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
journal = {The Journal of Cardiovascular Nursing},
volume = {39},
issue = {1},
pages = {18-30},
abstract = {Background
Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.
Objective
The aim of this study was to investigate referring providers' perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.
Methods
An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.
Results
Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers' clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps \< .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).
Conclusion
Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.},
keywords = {heart disease, heart failure, Heart Transplant, mixed methods},
pubstate = {published},
tppubtype = {article}
}
Background
Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.
Objective
The aim of this study was to investigate referring providers' perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.
Methods
An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.
Results
Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers' clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps < .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).
Conclusion
Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.
Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.
Objective
The aim of this study was to investigate referring providers' perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.
Methods
An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.
Results
Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers' clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps < .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).
Conclusion
Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.
2023
15.
Code, J, Forde, K, Moylan, R, Ralph, R
Head, heart and hands: A mixed methods study Proceedings Article
In: 2023.
BibTeX | Tags: mixed methods, pandemic pedagogy, technology education
@inproceedings{code_head_2023,
title = {Head, heart and hands: A mixed methods study},
author = {J Code and K Forde and R Moylan and R Ralph},
year = {2023},
date = {2023-05-28},
urldate = {2023-05-28},
keywords = {mixed methods, pandemic pedagogy, technology education},
pubstate = {published},
tppubtype = {inproceedings}
}
14.
Code, J., Forde, K., Moylan, R., Ralph, R.
The impact of pandemic transformed pedagogy on technology educators: A mixed methods study Proceedings Article
In: 2023.
BibTeX | Tags: mixed methods, pandemic pedagogy, teacher education, technology education
@inproceedings{code_impact_2023,
title = {The impact of pandemic transformed pedagogy on technology educators: A mixed methods study},
author = {J. Code and K. Forde and R. Moylan and R. Ralph},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
keywords = {mixed methods, pandemic pedagogy, teacher education, technology education},
pubstate = {published},
tppubtype = {inproceedings}
}
2020
13.
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 | Altmetric | Tags: 21st century learning, educational technology, ERT, 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://jillianne.ca/10-1108_ils-04-2020-0112/},
doi = {10.1108/ILS-04-2020-0112},
year = {2020},
date = {2020-07-08},
urldate = {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, ERT, 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.
12.
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)
11.
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 | Altmetric | 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
2019
10.
Code, J, Zap, N
A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education Proceedings
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
9.
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 | Altmetric | 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
8.
Code, J, Hatzipanagos, S
Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency Proceedings
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
7.
Leach, D, Laur, B, Bebbington, T, Code, J, Broome, D
Gamification for online engagement in higher Education: A randomized controlled trial Proceedings
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
6.
Alabi, H, Code, J, Irvine, V
Visualizing learning analytics: Designing a roadmap for success Proceedings
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
5.
Johnson, G M, Zaparyniuk, N, Code, J
Internet use and cognitive skills: Planning, attention, simultaneous and successive processing Proceedings
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}
}
4.
Johnson, G M, Code, J, Zaparyniuk, N
Online behavior and cognitive development Proceedings
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
3.
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
2.
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
1.
Irvine, V, Mappin, D, Code, J
Preparing teachers to teach online: The role of faculties of education Proceedings
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}
}
