Prospective Graduate Students / Postdocs
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Jillianne Code
Associate Professor
Research Classification
Research Interests
Educational Context
Educational Technologies
Formative assessment
Immersive learning
Learner agency
Learning and Memory
Learning design
Self-efficacy
Self-regulated Learning
Situated and embodied cognition
Virtual augmented and mixed reality for learning
Virtual learning environments
Relevant Thesis-Based Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Research Options
I am available and interested in collaborations (e.g. clusters, grants).
I am interested in and conduct interdisciplinary research.
I am interested in working with undergraduate students on research projects.
Biography
Dr. Jillianne Code is a learning scientist, whose area of research is at the praxis of educational technology, psychology and measurement. Before coming to the University of British Columbia, Jillianne was Associate Professor of Educational Technology and Psychology in the Faculty of Education at the University of Victoria (UVic), and a Post-doctoral Research Fellow at the Harvard Graduate School of Education in Assessment and Learning Technologies. Dr. Code holds a Ph.D in Educational Psychology from Simon Fraser University, a M.Ed in Educational Psychology with a specialization Instructional Technology and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Research Methodology
Mixed methods
survey research
Graduate Student Supervision
Master's Student Supervision
Theses completed in 2010 or later are listed below. Please note that there is a 6-12 month delay to add the latest theses.
Social network analysis as a progressive tool for learning analytics: a sample of teacher education students' course interactions with Threadz on the canvas platform (2020)
This thesis investigates social network analysis as a progressive tool for learning analytics through the lens of curriculum theory. The theoretical framework is based on the Tyler rationale and Dewey’s concept of progressivism. A quasi-experiment was conducted relying on an embedded mixed-method research design. Teacher education students (n=18) participated in three online discussions. Two online discussions allowed students to access social network analysis visualizations through Threadz, a Canvas plugin. The overall inquiry focuses on how this exposure of learning analytics data influences the students and how the application of learning analytics might be related to educational ideologies. The methods of investigation rely on social network analysis, inferential statistics and content analysis. The conclusion states that exposing learning analytics data to students might have an impact on their behaviour in online discussions.
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Publications
- A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis (2022)
Canadian Journal of Science, Mathematics and Technology Education, - From Patient to Agent (2022)
Journal of Cardiac Failure, 28 (7), 1230--1234 - Teacher’s Sense of Efficacy During a Time of Crisis (2022)
- A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis (2021)
- Academic success online: The mediating role of self-efficacy on personality and academic performance (2021)
International Journal on E-Learning , - Academic success online: The mediating role of self-efficacy on personality and academic performance (2021)
International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 20 (4), 377-410 - Social Media in Heart Failure: A Mixed-Methods Systematic Review (2021)
Current Cardiology Reviews, 15 (11), 3536 - The use of SMS text messaging to improve the hospital-to-community transition in patients with acute coronary syndrome (Txt2Prevent): Results from a pilot randomized controlled trial (2021)
JMIR mHealth and uHealth, 9 (5) - Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation (2020)
Frontiers in Education, 5 - Heart Failure in the Young: The Patient Perspective and Lived-Experience (2020)
Canadian Journal of General Internal Medicine, 15 (Array), 36--39 - Pandemic designs for the future: perspectives of technology education teachers during COVID-19 (2020)
Information and Learning Sciences, ahead (ahead) - Reciprocating Coach-Athlete Relationship Model (R-CARM): Trustworthiness for a Useful Tool (2020)
International Journal of Contemporary Research and Review, 11 (05) - The Binding Force: A Practical Model for Building and Maintaining the Coach-Athlete Relationship in Canadian Intercollegiate Team Sport (2020)
International Journal of Contemporary Research and Review, 11 (05) - Too Many Apps to Choose From (2020)
, 20--38 - I Am the Clinical Trial (2019)
JACC: Heart Failure, 7 (5), 439-441 - Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads (2019)
International Journal of Early Years Education, - The Heart Failure State of Mind: An Informal Survey of Canadians With Lived Experience and the Importance of Considering Cognitive Impairment (2019)
Canadian Journal of Cardiology, 35 (7), 941.e7 - Assessment in immersive virtual environments: Cases for learning, of learning, and as learning (2017)
Journal of Interactive Learning Research, 28 (3), 235-248 - The Need for Heart Failure Advocacy in Canada (2017)
Canadian Journal of Cardiology, 33 (11), 1450--1454 - 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. (2017)
JMIR research protocols, - Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency (2016)
Journal of Educational Multimedia and Hypermedia, 25 (2), 127-142 - Assessments for learning, of learning, and as learning in 3D immersive virtual environments (2014)
Education and Information Technology 2014: A Selection of AACE Award Papers, , 209-219 - Gamification for online engagement in higher Education: A randomized controlled trial (2014)
Games Learning + Society Conference GLS10, , 153-159 - Agency and identity in social media (2013)
Digital identity and social media, , 37-57 - Guest Editors' Preface to the Special Issue on MOOCs: An Academic Perspective on an Emerging Technological and Social Trend (2013)
Journal of Online Learning and Teaching, 9 (2), iii-vi - Integrating iPads: Perspectives and Possibilities in a High School ELA Context (2013)
World Conference on Educational Media and Technology,, , 1739-1742 - iPads on practicum: Perspective of a student teacher (2013)
The Arbutus Review, 4 (1), 1-18 - iPads on Practicum: Perspective of a Student-Teacher (2013)
The Arbutus Review, - Multi-access learning: Increasing flexibility and choice for on-campus and remote students (2013)
World Conference on Educational Media and Technology, , 840-845 - Re-aligning higher education for the 21st century learner through multi-access learning (2013)
Journal of Online Learning and Teaching, 9 (2), 172-186 - The utility of using immersive virtual environments for the assessment of science inquiry learning (2013)
Journal of Interactive Learning Research, 24 (4), 371-396 - Visualizing Learning Analytics: Designing A Roadmap For Success (2013)
World Conference on Educational Media and Technology 2013, , 951-959 - Agency and identity in social media (2012)
Digital Identity and Social Media, , 37-57 - Assessing science inquiry in the classroom: A case study of the virtual assessment project (2012)
Cases on Inquiry Through Instructional Technology in Math and Science: Systemic Approaches, , 138-164 - Student perceptions of immersive virtual environments for the meaningful assessment of learning (2012)
Education and Information Technology 2012: A Selection of AACE Award Papers, , 185-194 - Thinking outside the bubble: Virtual Performance Assessments for Measuring Inquiry Learning (2012)
Technology Based Assessment for 21st Century Skills: Theoretical and Practical Implications from Modern Research, , 125-147 - Virtual performance assessment in immersive virtual environments (2012)
Interactivity in E-Learning: Cases and Frameworks. New York, NY: IGI Publishing, , 230-252 - Assessment 2.0: Rethinking how we assess science inquiry with technology-based assessments (2011)
National Science Teachers Association 2011 Annual Conference, - Exploring Inquiry Processes in Immersive Virtual Environments (2011)
AERA 2011 Annual Meeting, - Measuring Students’ Scientific Inquiry Processes and Skills with Immersive Performance Assessments (2011)
National Association for Research on Science Teaching Annual Meeting, - Student perceptions of the assessment utility of immersive virtual environments (2011)
AERA 2011 Annual Meeting, - The emergence of agency in online social networks: Implications for education (2011)
Virtual Communities: Concepts, Methodologies, Tools and Applications, , 2378-2394 - Using Evidence Centered Design to Develop Immersive Virtual Assessments (2011)
AERA 2011 Annual Meeting, - Assessing agency for learning (2010)
- Social identities, group formation, and analysis of online communities (2010)
Social Computing: Concepts, Methodologies, Tools, and Applications, , 1906-1922 - The emergence of agency in online social networks [Reprint] (2010)
Social Computing: Concepts, Methodologies, Tools, and Applications, , 1906-1922 - Social identities, group formation, and the analysis of online communities (2009)
Handbook of Research on Social Software and Developing Community Ontologies, , 86-101 - The emergence of agency in online social networks (2009)
Handbook of Research on Social Software and Developing Community Ontologies, , 102-118 - Examining trace data to explore self-regulated learning (2007)
Metacognition and Learning, 2 (2-3), 107-124 - Internet Use and Cognitive Skills: Planning, Attention, Simultaneous and Successive Processing (2007)
World Conference on Educational Media and Technology 2007, , 3273-3278 - Online Behavior and Cognitive Development (2007)
World Conference on Educational Media and Technology, , 3279-3288 - Individual Differences in Self-Regulated Learning: The Role of Cognitive Style in Adaptive e-Learning (2006)
World Conference on Educational Media and Technology, , 2673-2678 - Self-regulated learning, motivation and goal theory: Implications for instructional design and e-learning (2006)
Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 872-874 - The learning kit project: Advancing research on learning as learners learn in everyday settings (2006)
Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 975-979 - Using cognitive tools in gStudy to investigate how study activities covary with achievement goals (2006)
Journal of Educational Computing Research, 35 (4), 339-358 - Online discussion and college student learning: Toward a model of influence (2005)
Technology, Pedagogy and Education, 14 (1), 61-76 - Preparing Teachers to Teach Online: The Role of Faculties of Education (2003)
World Conference on Educational Media and Technology 2003, , 1978-1981 - Accessible Multimedia for the Web (2002)
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002, , 1063-1068 - Action Learning: Applications in Technology Training and Professional Development (2002)
World Conference on Educational Media and Technology 2002, , 323-324
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