| The effect of pedagogical training on teaching in higher education L Postareff, S Lindblom-Ylänne, A Nevgi Teaching and teacher education 23 (5), 557-571, 2007 | 1027 | 2007 |
| A follow-up study of the effect of pedagogical training on teaching in higher education L Postareff, S Lindblom-Ylänne, A Nevgi Higher education 56, 29-43, 2008 | 439 | 2008 |
| Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education L Postareff, S Lindblom-Ylänne Learning and instruction 18 (2), 109-120, 2008 | 426 | 2008 |
| Emotions and confidence within teaching in higher education L Postareff, S Lindblom-Ylänne Studies in Higher education 36 (7), 799-813, 2011 | 228 | 2011 |
| Consonance and dissonance in descriptions of teaching of university teachers L Postareff, N Katajavuori, S Lindblom‐Ylänne, K Trigwell Studies in Higher Education 33 (1), 49-61, 2008 | 212 | 2008 |
| The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university L Postareff, M Mattsson, S Lindblom-Ylänne, T Hailikari Higher education 73, 441-457, 2017 | 176 | 2017 |
| Factors affecting bioscience students’ academic achievement H Rytkönen, A Parpala, S Lindblom-Ylänne, V Virtanen, L Postareff Instructional Science 40, 241-256, 2012 | 175 | 2012 |
| Academics’ conceptions of assessment and their assessment practices L Postareff, V Virtanen, N Katajavuori, S Lindblom-Ylänne Studies in Educational Evaluation 38 (3-4), 84-92, 2012 | 152 | 2012 |
| What constitutes the surface approach to learning in the light of new empirical evidence? S Lindblom-Ylänne, A Parpala, L Postareff Studies in higher education 44 (12), 2183-2195, 2019 | 149 | 2019 |
| Guiding workplace learning in vocational education and training: A literature review S Mikkonen, L Pylväs, H Rintala, P Nokelainen, L Postareff Empirical Research in Vocational Education and Training 9, 1-22, 2017 | 134 | 2017 |
| Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students H Hyytinen, A Toom, L Postareff Learning and individual differences 67, 132-142, 2018 | 101 | 2018 |
| The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations H Vilppu, I Södervik, L Postareff, M Murtonen Instructional science 47 (6), 679-709, 2019 | 96 | 2019 |
| Teaching in Higher Education: From Content-focused to Learning-focused approaches to teaching L Postareff Helsingin yliopisto, 2007 | 85 | 2007 |
| Student perspectives on how different elements of constructive alignment support active learning T Hailikari, V Virtanen, M Vesalainen, L Postareff Active Learning in Higher Education 23 (3), 217-231, 2022 | 83 | 2022 |
| Understanding individual differences in approaches to learning across courses: A mixed method approach L Coertjens, G Vanthournout, S Lindblom-Ylänne, L Postareff Learning and Individual Differences 51, 69-80, 2016 | 81 | 2016 |
| Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching Y Cao, L Postareff, S Lindblom-Ylänne, A Toom Teaching and Teacher Education 85, 125-136, 2019 | 73 | 2019 |
| University students' self-and co-regulation of learning and processes of understanding: A person-oriented approach M Räisänen, L Postareff, S Lindblom-Ylänne Learning and Individual Differences 47, 281-288, 2016 | 73 | 2016 |
| Factors contributing to changes in a deep approach to learning in different learning environments L Postareff, A Parpala, S Lindblom-Ylänne Learning Environments Research 18, 315-333, 2015 | 71 | 2015 |
| Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support M Räisänen, L Postareff, M Mattsson, S Lindblom-Ylänne Active Learning in Higher Education 21 (3), 173-188, 2020 | 66 | 2020 |
| The effect of discipline on motivational and self-efficacy beliefs and on approaches to teaching of Finnish and English university teachers A Nevgi, L Postareff, S Lindblom-Ylänne Estudio presentado en la EARLI SIG Higher Education Conference, 18-21, 2004 | 55 | 2004 |
Sari Lindblom-YlänneFull Professor, University of Helsinki在 helsinki.fi 的电子邮件经过验证
