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2025 Book Chapter Embracing discomfort in technology-rich higher education settings: perspectives from Australia and EnglandReyes, Vicente Chua and McLay, Katherine Frances (2025). Embracing discomfort in technology-rich higher education settings: perspectives from Australia and England. Critical pedagogies of discomfort in practice and professional education. (pp. 77-98) edited by Fiona Cullen, Mike Seal and Michael Whelan. London, United Kingdom: Bloomsbury Publishing. doi: 10.5040/9781350452473.ch-4 |
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2022 Book Chapter A blended model for higher educationLigorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2022). A blended model for higher education. International handbook of psychology learning and teaching. (pp. 1-24) edited by Joerg Zumbach, Douglas Bernstein, Susanne Narciss and Giuseppina Marsico. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-26248-8_65-3 |
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2022 Book Chapter Inclusive language education and digital games : a literature review and EFL students' perceptionsSoyoof, Ali, Vazquez-Calvo, Boris and McLay, Katherine Frances (2022). Inclusive language education and digital games : a literature review and EFL students' perceptions. Research anthology on developments in gamification and game-based learning. (pp. 1920-1937) edited by Information Resources Management Association. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-6684-3710-0.ch092 |
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2020 Book Chapter Inclusive language education and digital games: a literature review and EFL students' perceptionsSoyoof, A., Vazquez-Calvo, B. and McLay, K. (2020). Inclusive language education and digital games: a literature review and EFL students' perceptions. Inclusive theory and practice in special education. (pp. 156-173) edited by Henriette van Rensburg and Shirley O’Neill. Hershey, PA United States: IGI Global. doi: 10.4018/978-1-7998-2901-0.ch008 |
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2020 Book Chapter Designing blended university courses for transaction from academic learning to professional competencesLigorio, M. Beatrice, Amenduni, Francesca, Sansone, Nadia and McLay, Katherine (2020). Designing blended university courses for transaction from academic learning to professional competences. Cultural views on online learning in higher education: a seemingly borderless class. (pp. 67-86) edited by María Gabriela Di Gesú and María Fernanda González. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-030-63157-4_4 |
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2019 Book Chapter Triangulating identity, groups and objects: a university caseLigorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2019). Triangulating identity, groups and objects: a university case. The Routledge International Handbook of Research on Dialogic Education. (pp. 509-523) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon, United Kingdom: Routledge Editor. doi: 10.4324/9780429441677-41 |
