Gormley, Clare, Girme, Lily, Crehan, Martina and Campua, Seamus (2026) Chapter: Modelling Active Learning Through a Challenge-Based Hackathon. In: Making Active Learning Happen for All. Open Press University of Sussex. ISBN 9781917548014
Gormley, Clare (2026) Perceptions of Challenge-Based Learning among those leading its implementation in ECIU Universities. UNSPECIFIED thesis, Dublin City University.
Ó Broin, Deiric and Gormley, Clare (2025) Challenge-Based Learning within an MSc in public policy: Reflections on impact. Innovations in Education and Teaching International. pp. 1-17. ISSN 1470-3297; 1470-3300
Kirwan, Anne, Raftery, Sara and Gormley, Clare (2023) Sounds good to me: A qualitative study to explore the use of audio to potentiate the student feedback experience. Journal of Professional Nursing, 47. pp. 25-30. ISSN 8755-7223
van den Beemt, Antoine, Vázquez-Villegas, Patricia, Gómez Puente, Sonia, O’Riordan, Fiona, Gormley, Clare, Chiang, Feng-Kuang, Leng, Chuntao, Caratozzolo, Patricia, Zavala, Genaro and Membrillo-Hernández, Jorge (2023) Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents. Education Sciences, 13 (3). p. 234. ISSN 2227-7102
Gormley, Clare, Lowney, Rob and Stone, Suzanne (2023) Adaptable ABC: Learning design for all. In: Learning Design Voices. EdTech Books.
Gormley, Clare (2022) It’s good to talk: Exploring the influence of facilitated teaching conversations at an Irish university. Innovations in Education and Teaching International, 59 (5). pp. 522-532. ISSN 1470-3297
Ward, Monica, Senchea, Marius and Gormley, Clare (2022) Teaching, Learning and Assessment in the Covid era and beyond: Can student partnership have an impact? All Ireland Journal of Higher Education, 14 (1). ISSN 2009-3160
Devine, Tatyana, Gormley, Clare and Doyle, Patrick (2015) Lights, camera, action : using wearable camera and interactive video technologies for the teaching and assessment of lab experiments. International Journal of Innovation in Science and Mathematics Education, 23 (2). pp. 22-33.
