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Dive into the research topics where Jillianne Code is active.

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Featured researches published by Jillianne Code.


Technology, Pedagogy and Education | 2005

Online Discussion and College Student Learning: Toward a Model of Influence

Genevieve Marie Johnson; Andrew J. Howell; Jillianne Code

Abstract As technology revolutionizes instruction, conceptual models of influence are necessary to guide implementation and evaluation of specific applications such as online peer discussion. Students in an educational psychology course analyzed five case studies that applied and integrated course content. Some students (n= 42) used WebCT Discussionsto submit their case studies; other students (n= 82) submitted written case-study analyses to their instructor. Unexpected WebCT server difficulties allowed for analysis of the impact of technology malfunction on student learning. At the beginning of the course, the groups did not differ from each other. Subsequent differences between the groups suggested benefits of online discussion until the point at which the technology malfunctioned. A model of the influence of online peer discussion is generated from the data and includes proposed mechanisms by which student learning is both positively and negatively affected by the utilization of instructional technology.


international conference on advanced learning technologies | 2006

Self-Regulated Learning, Motivation and Goal Theory: Implications for Instructional Design and E-Learning

Jillianne Code; Ken MacAllister; Carmen L. Z. Gress; John C. Nesbit

Instructional designers can use evidence-based theories of motivation and self-regulated learning to construct e-learning environments that promote goal-setting and achievement. We have used gStudy, educational software designed according to principles of self-regulated learning, to construct a Goal-Setting Kit. The Goal-Setting Kit incorporates tests, scaffolds, concept maps, and exercises that allow students to express, organize, and monitor their strategies for achieving personal and instructional goals


Metacognition and Learning | 2007

Examining trace data to explore self-regulated learning

Allyson F. Hadwin; John C. Nesbit; Dianne Jamieson-Noel; Jillianne Code; Philip H. Winne


Archive | 2013

Realigning Higher Education for the 21st-Century Learner through Multi-Access Learning

Valerie Irvine; Jillianne Code; Luke Richards


Journal of Educational Computing Research | 2006

Using Cognitive Tools in gStudy to Investigate How Study Activities Covary with Achievement Goals.

John C. Nesbit; Philip H. Winne; Dianne Jamieson-Noel; Jillianne Code; Mingming Zhou; Ken Mac Allister; Sharon Bratt; Wei Wang; Allyson F. Hadwin


Archive | 2009

Self-Regulated Learning in Video Game Environments

Nicholas Zap; Jillianne Code


Archive | 2013

Guest Editors' Preface to the Special Issue on MOOCs An Academic Perspective on an Emerging Technological and Social Trend

George Siemens; Valerie Irvine; Jillianne Code


Archive | 2010

Social Identities, Group Formation, and the Analysis of Online Communities

Jillianne Code; Nicholas Zaparyniuk


The Journal of Interactive Learning Research | 2013

The Utility of Using Immersive Virtual Environments for the Assessment of Science Inquiry Learning

Jillianne Code; Jody Clarke-Midura; Nick Zap; Chris Dede


EdMedia: World Conference on Educational Media and Technology | 2007

Online Behavior and Cognitive Development

Genevieve Marie Johnson; Jillianne Code; Nicholas Zaparyniuk

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Nick Zap

Simon Fraser University

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