Meta-analysis of the modality effect P Ginns Learning and instruction 15 (4), 313-331, 2005 | 797 | 2005 |
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning P Ginns, R Ellis The Internet and Higher Education 10 (1), 53-64, 2007 | 775 | 2007 |
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects P Ginns Learning and instruction 16 (6), 511-525, 2006 | 513 | 2006 |
E‐learning in higher education: some key aspects and their relationship to approaches to study RA Ellis, P Ginns, L Piggott Higher Education Research & Development 28 (3), 303-318, 2009 | 478 | 2009 |
Phenomenographic pedagogy and a revised approaches to teaching inventory K Trigwell, M Prosser, P Ginns Higher Education Research & Development 24 (4), 349-360, 2005 | 416 | 2005 |
Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students P Ginns, M Prosser, S Barrie Studies in higher education 32 (5), 603-615, 2007 | 403 | 2007 |
Evaluating the quality of e‐learning at the degree level in the student experience of blended learning P Ginns, RA Ellis British Journal of Educational Technology 40 (4), 652-663, 2009 | 232 | 2009 |
Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation AJ Martin, B Papworth, P Ginns, GAD Liem American Educational Research Journal 51 (5), 1007-1049, 2014 | 204 | 2014 |
Motivation and engagement: Same or different? Does it matter? AJ Martin, P Ginns, B Papworth Learning and individual differences 55, 150-162, 2017 | 182 | 2017 |
Students' interpersonal relationships, personal best (PB) goals, and academic engagement RJ Collie, AJ Martin, B Papworth, P Ginns Learning and Individual differences 45, 65-76, 2016 | 181 | 2016 |
Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students RJ Collie, AJ Martin, LE Malmberg, J Hall, P Ginns British Journal of Educational Psychology 85 (1), 113-130, 2015 | 172 | 2015 |
Designing instructional text in a conversational style: A meta-analysis P Ginns, AJ Martin, HW Marsh Educational Psychology Review 25, 445-472, 2013 | 163 | 2013 |
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance S Barrie, P Ginns, M Prosser Assessment & Evaluation in Higher Education 30 (6), 641-656, 2005 | 152 | 2005 |
Readiness for self-directed learning: validation of a new scale with medical students GD Hendry, P Ginns Medical teacher 31 (10), 918-920, 2009 | 146 | 2009 |
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters AJ Martin, B Papworth, P Ginns, LE Malmberg, RJ Collie, RA Calvo Learning and Individual Differences 38, 26-35, 2015 | 140 | 2015 |
A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability DHJM Dolmans, P Ginns Medical teacher 27 (6), 534-538, 2005 | 137 | 2005 |
Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney DYP Leung, P Ginns, D Kember Journal of Cross-Cultural Psychology 39 (3), 251-266, 2008 | 132 | 2008 |
Academic buoyancy and psychological risk: Exploring reciprocal relationships AJ Martin, P Ginns, MA Brackett, LE Malmberg, J Hall Learning and Individual Differences 27, 128-133, 2013 | 131 | 2013 |
The relationship between engagement in the scholarship of teaching and learning and students’ course experiences A Brew, P Ginns Assessment & Evaluation in Higher Education 33 (5), 535-545, 2008 | 131 | 2008 |
Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education P Ginns, J Kitay, M Prosser International journal for academic development 13 (3), 175-185, 2008 | 130 | 2008 |