Assoc. Prof. Catherine McLoughlin

 2020

At the troublesome edge of recognising threshold concepts on online teaching: A proposed learning threshold identification methodology.In Threshold Concepts on the Edge  (pp 19-36).Brill-Dense Publishers, Netherlands

2019

A professional learning program for novice online teachers using threshold concepts. Online Learning Journal , 23(4), 336-353. doi:10.24059/olj.v23i4.1573

2018
The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice. Journal of University Teaching & Learning Practice, 15(2), 2018

What skills do I need to teach online? Researching experienced teacher views of essential knowledge and skills in online pedagogy as a foundation for developing professional development for novice teachers. In J. Mena, A. García-Valcárcel, F. J. García-Peñalvo, & M. M. Del Pozo (Eds.), Search and research: Teacher education for contemporary contexts. 18th Biennial  International Study Association on Teachers and Teaching (ISATT) Conference  (pp. 1119-1129). University of Salamanca, Spain: Servicio de Bibliotecas.

2017

Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (&ldquome&rdquo) and collectively guide the institution (&ldquous&rdquo). In H. Partridge, K. Davis, & J. Thomas (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 328-336). University of Southern Queensland, Toowoomba, Queensland: ASCILITE.

Using online teaching threshold concepts in transformative professional learning curricula for novice online educators: Final report., OLT Project Sydney, NSW: Australian Government Department of Education and Training.

2016

The troublesome edge of teaching online: Using threshold concepts to design professional learning curricula for novice online teachers. Paper presented at the 6th Biennial Threshold Concepts Conference: Thresholds on the Edge, Dalhousie University, Halifax, Nova Scotia, Canada. 

Social Media for Networking and Participatory Professional Learning, In  2nd International Conference on Higher Education Advances, (2016) Universitat Polit`ecnica de Val`encia, Val`encia, 2016 DOI: http://dx.doi.org/10.4995/HEAd16.2016.2867

Building cognitive bridges in mathematics: exploring the role of screencasting in scaffolding flexible learning and engagement. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 412-420).

2015

How Teachers Develop Technological Pedagogical Content Knowledge (TPACK) for contemporary learning environments: Exemplars of Effective Practice. In New Directions  in  Technological Pedagogical and Content Knowledge: Multiple Pesrpectves (2015) S.M. Khine (Ed)pages 147-161, Information Age Publishing, Charlotte NC USA

 2014

McLoughlin, C., & Lee, M. J. W. (2014). Beyond friending: Psychosocial engagement on Facebook and its implications for academic success. In M. Kent & T. Leaver (Eds.), An education in Facebook? Higher education and the world's largest social network. New York, NY: Routledge.

McLoughlin, C. (2014) Open, flexible and participatory pedagogy in the era of globalisation: Open education and international eLearning. In V.C.X Wang (Ed) International education and the next generation workforce (pp224-240) Hershey PA: IGI Global

McLoughlin, C.  & Nagabhushan, P.  (2014) Global examples of approaches to teacher education in the 21^st century: Creating theory praxis nexus through collaboration (PP 237-258). In P. Breen (Ed) Cases in teacher identity, diversity and cognition in higher education. Hershey PA: IGI Global

2013

McLoughlin, C. Lee, M. J. W., (2013). Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum. In S. P. Ferris & H. A. Wilder (Eds.), The plugged-in professor: Techniques for teaching with social media (pp. 301&ndash317). Cambridge, UK: Elsevier & Chandos.

2012

McLoughlin, C. & Loch, B. (2012). Engaging students in cognitive and metacognitive processes using screencasts. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1107-1110). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/40891

2011

Lee, M. J. W., & McLoughlin, C. (Eds) (2011). Web 2.0-based e-learning: Applying social informatics for tertiary teaching. Hershey, PA: Information Science Reference. See publisher's website. http://www.igi-global.com/book/web-based-learning/40272

McLoughlin, C., & Lee, M. J. W. (2011). Pedagogy 2.0: Critical challenges and responses to Web 2.0 and social software in tertiary teaching. In M. J. W. Lee & C. McLoughlin (Eds), Web 2.0-based e-learning: applying social informatics for tertiary teaching (pp. 43&ndash69). Hershey, PA: Information Science Reference. See http://www.igi-global.com/book/web-based-learning/40272

McLoughlin, C. (2011). Pedagogical change with innovative web tools and social media. International Journal of Adult Vocational Education and Technology 2(1) 13-22

Burgess, J,. & McLoughlin C. (2011) Investigating cyberbullying: Emerging research and e-safety strategies within families and communities. Communities, Children and Families Australia, 6 (1), 1-11

McLoughlin, C. & Alam, S.L. (2011). Digital literacy and e-citizenship skills: A case study in applying web 2.0 tools. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3505-3510). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38361.

2008

McLoughlin, C., & Lee, M. J. W. (2008). Future learning landscapes: Transforming pedagogy through social software. Innovate: International online Journal, 4(5), online at http://www.innovateonline.info/index.php?view=issue&id=26.

McLoughlin, C & Lee, M.J.W. (2008). The 3 P&rsquos of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 19(3).

2007

Lee, M., & McLoughlin, C (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. International Journal of Instructional Technology and Distance Learning, 4(10). Available online at http://itdl.org/Journal/Oct_07/article02.htm.

Lee, M. J. W., McLoughlin, C, & Chan, A. (2007). Talk the talk: Learner generated podcasts as catalysts for knowledge creation. British Journal of Education Technology, Online Early Articles, August 16 2007, Available online at http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1467-8535.2007.00746.x

2006

McLoughlin, C, Lee, M., & Chan, A. (2006). Using student generated podcasts to foster reflection and metacognition. Australian Educational Computing, 21(2), 34-4.

McLoughlin, C, Lee, M., & Chan, A. (2006). Using student generated podcasts to foster reflection and metacognition. Australian Educational Computing, 21(2), 34-40.

2003

McLoughlin, C, & Discheva, D. (2003). Web- based educational environments for lifelong learning. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2), 1-4.

McLoughlin, C (2002). Computer supported teamwork: an integrative approach to evaluating cooperative learning in an online environment. Australian Journal of Educational Technology, 18(2), 227-254.

McLoughlin, C (2002). Designing an effective Web-based environment for collaboration and teamwork. International Journal of Continuing Engineering and Lifelong Learning, Vol 12, 5/6, 371-389.

McLoughlin, C (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2), 149-162.

McLoughlin, C (2002). The online experience: Implications of Web-based learning for student support in the first year. Journal of the Australian and New Zealand Student Services Association, 19(1), 18-19.

McLoughlin, C, & Luca, J. (2002). A learner-centered approach to developing team skills through Web-based learning and assessment. British Journal of Educational Technology, 33(5), 571-582

McLoughlin, C (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning. Distance Education, 22(1), 7-29

Oliver, R., & McLoughlin, C (2001). Exploring the practice and development of generic skills through Web-based learning. Journal of Educational Multimedia and Hypermedia, 10(3), 307-325.

Hollingworth, R., & McLoughlin, C (2001). Developing science students&rsquo metacognitive problem-solving skills online. Australian Journal of Educational Technology, 17(1), 50-63 available online at http://cleo.murdoch.edu.au/ajet/ajet17/res/hollingworth.html.

McLoughlin, C (2000). Creating partnerships for generative learning and systemic change: Redefining academic roles and relationships in support of learning. International Journal of Academic Development, 5(2), 116-128.

Oliver, R., & McLoughlin, C (2000). Web-based learning and generic skills development. UniServe Science news, 15(1), 3-7.

McLoughlin, C, & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of Indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16(1), 58-72 online at: http://cleo.murdoch.edu.au/ajet/ajet16/mcloughlin.html.

Oliver, R., & McLoughlin, C (2000). Web-based learning and generic skills development. UniServe Science news, 15(1), 3-7.

McLoughlin, C (1999). Culturally responsive technology use: Developing an online community of learners. British Journal of Educational Technology, 30(3), 231-244.

McLoughlin, C (1999). The implications of the research literature on learning styles for the design of instructional material. Australian Journal of Educational Technology, 15(3), 222-241 online at:
http://cleo.murdoch.edu.au/ajet/ajet215/mcloughlin.html.

McLoughlin, C (1999). Providing enrichment and acceleration in the electronic classroom. Journal of Special Education Technology, 14(2), 54-69.

Oliver, R., & McLoughlin, C (1999). Curriculum and learning-resource issues arising from the use of Web-based course support systems. International Journal of Educational Telecommunications, 5(4), 419-438.

McLoughlin, C, & Oliver, R. (1998). Planning a telelearning environment to foster higher order thinking. Distance Education, 19(2), 242-264.

McLoughlin, C, & Oliver, R. (1998). Interactivity in telearning environments: using communication and dialogue meaningfully in the learning process. Open Praxis, 1, 9-13.

McLoughlin, C, & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2), 125-136.

McLoughlin, C, & Oliver, R. (1998). Meeting the needs of gifted and talented students through technology supported distance teaching. Australian Journal of Educational Technology, 14(1), 35-48.

McLoughlin, C, & Oliver, R. (1997). Learning processes in talkback television. ODLAA Papers, 3(Februray), 39-45.

Oliver, R., & McLoughlin, C (1997). Interactions in audiographics teaching and learning environments. The American Journal of Distance Education, 11(1), 34-54.

Oliver, R., & McLoughlin, C (1997). Interaction patterns in teaching and learning with live interactive television. Journal of Educational Media, 23(1), 7-24.

McLoughlin, C, Oliver, R., & Wood, D. (1997). Teaching and learning in telematics classrooms. Australian Educational Computing, 12(1), 9-15.

McLoughlin, C (1995). Tertiary literacy: A constructivist perspective. Open Letter: Australian Journal for Adult literacy, Research and Practice, 5(2), 27-42.

Associate Professor Catherine McLoughlin works at ACU National and is currently Coordinator of SIMERR ACT, the Research Centre for Science, Information Technology and Mathematics Education for Rural and Regional Australia (SiMERR) at the School of Education 2008-2013, Canberra  and co-editor of AJET, The Australian Journal of Educational Technology, from 2002-2011 Catherine is the author of journal articles, book chapters and conference papers on a wide range of topics related to innovative pedagogy, design of culturally inclusive learning environments, innovative pedagogies, lifelong learning, teacher education and inclusive learning environments

Catherine serves n the editorial boards of a number of leading international journals in the fields of inclusive education, learning sciences and  educational technology. Through  professional organizations, Catherine mentors early careers researchers and offers workshops on research methods, educational methodology and project design. Prior to working ACU National Catherine held positions in academic development and instructional design at The University of New England, Edith Cowan University and the University of Western Australia.