Ìý
Prospective Graduate Students / Postdocs
This faculty member is currently not looking for graduate students or Postdoctoral Fellows. Please do not contact the faculty member with any such requests.
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.
Ìý
Ìý
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 ÑÇÖÞÌìÌà 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.
Publications
- (2022)
Canadian Journal of Science, Mathematics and Technology Education, - (2022)
Journal of Cardiac Failure, 28 (7), 1230--1234 - (2022)
- (2021)
- (2021)
International Journal on E-Learning , - (2021)
International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 20 (4), 377-410 - (2021)
Current Cardiology Reviews, 15 (11), 3536 - (2021)
JMIR mHealth and uHealth, 9 (5) - (2020)
Frontiers in Education, 5 - (2020)
Canadian Journal of General Internal Medicine, 15 (Array), 36--39 - (2020)
Information and Learning Sciences, ahead (ahead) - (2020)
International Journal of Contemporary Research and Review, 11 (05) - (2020)
International Journal of Contemporary Research and Review, 11 (05) - (2020)
, 20--38 - (2019)
JACC: Heart Failure, 7 (5), 439-441 - (2019)
International Journal of Early Years Education, - (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 - (2017)
Canadian Journal of Cardiology, 33 (11), 1450--1454 - (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 - (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 - (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 - (2012)
Digital Identity and Social Media, , 37-57 - (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 - (2009)
Handbook of Research on Social Software and Developing Community Ontologies, , 86-101 - (2009)
Handbook of Research on Social Software and Developing Community Ontologies, , 102-118 - (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 - (2006)
Journal of Educational Computing Research, 35 (4), 339-358 - (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
Current Students & Alumni
This is a small sample of students and/or alumni that have been supervised by this researcher. It is not meant as a comprehensive list.
Ìý
Ìý
If this is your researcher profile you can log in to the portal to update your details and provide recruitment preferences.
Ìý
Ìý