Katherine McLay

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Lecturer

University of Queensland

Australia

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About

Katherine McLay is a Lecturer at The University of Queensland, Australia. Her research areas encompass teacher relationships, social connectedness, and the integration of technology in education, as reflected in her recent articles. She explores digital literacy practices, curriculum development in transdisciplinary education, and the role of peer-led feedback in higher education. Katherine's work also addresses the impact of cultural factors on student wellbeing and active learning in technology-rich environments.

Recent Grants

Grant: Close

Academic advice for departmental research projects

Open Date: 2022-01-01

Close Date: 2022-01-01

Articles (18)

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2025

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2021

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2020

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2020

Collaborators (16)

Allison Mandrusiak

Senior Lecturer in Physiotherapy; Program Director Masters of Physiotherapy

University of Queensland

AUSTRALIA

Katherine McLay

Research Interests

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About

Recent Grants

Articles (18)

Teacher relationships and social connectedness

The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education

Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning

The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry

Massive online multiplayer games as an environment for English learning among Iranian EFL students

Tutor’s Role in WhatsApp Learning Groups: A Quali-Quantitative Methodological Approach

Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors

Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach

Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development

Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come

Toward a Psychosocial Model of Employees’ Participation in Corporate Social Responsibility. Evidence from Italian Small and Medium-Sized Enterprises

Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching

Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

Collaborators (16)

Allison Mandrusiak

Robyn Gillies

Sakinah Alhadad

Ekaterina Tour

Danielle H. Heinrichs

Donatella Cesareni

Suraiya ABDUL HAMEED

Maria Beatrice Ligorio

Martin Sale

Boris Vazquez-Calvo

Sobia Zafar

Janet Scull

Vicente Reyes

Glenys Oberg

Garth Stahl

Peter David Renshaw

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