Paul Ginns

Geciteerd door

	Alles	Sinds 2019
Citaties	8873	4483
h-index	48	37
i10-index	88	77

960

480

240

720

200620072008200920102011201220132014201520162017201820192020202120222023202429 53 100 174 254 275 351 385 369 453 505 609 646 649 806 875 947 916 280

Openbare toegang

Alles bekijken

15 artikelen

4 artikelen

beschikbaar

niet beschikbaar

Op basis van financieringsmachtigingen

Medeauteurs

Andrew J MartinUniversity of New South Wales (UNSW)Geverifieerd e-mailadres voor unsw.edu.au
Simon BarrieWestern Sydney UniversityGeverifieerd e-mailadres voor westernsydney.edu.au
Rebecca J. CollieScientia Associate Professor of Educational Psychology, University of New South WalesGeverifieerd e-mailadres voor unsw.edu.au
Michael ProsserUniversity of Melbourne; University of TasmaniaGeverifieerd e-mailadres voor unimelb.edu.au
Gregory Arief D. LiemAssociate Professor, Nanyang Technological UniversityGeverifieerd e-mailadres voor nie.edu.sg
Luke K FryerThe University of Hong Kong, Faculty of EducationGeverifieerd e-mailadres voor hku.hk
Janette BobisProfessor of Mathematics Education, University of SydneyGeverifieerd e-mailadres voor sydney.edu.au
Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityGeverifieerd e-mailadres voor acu.edu.au
Tracy L DurksenUNSWGeverifieerd e-mailadres voor unsw.edu.au
James HallAssociate Professor of Psychology of Education, University of SouthamptonGeverifieerd e-mailadres voor soton.ac.uk
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam / University of Wollongong / UNSWGeverifieerd e-mailadres voor essb.eur.nl
Emma C. BurnsMacquarie UniversityGeverifieerd e-mailadres voor mq.edu.au
Sharon Tindall-FordAssociate Professor, University of WollongongGeverifieerd e-mailadres voor uow.edu.au
Shirley AgostinhoProfessor, School of Education, Faculty of the Arts, Social Sciences and Humanities, UOWGeverifieerd e-mailadres voor uow.edu.au
Diana DolmansProfessor of Educational Sciences, School of Health Professions Education (SHE), MaastrichtGeverifieerd e-mailadres voor maastrichtuniversity.nl
Rafael A. CalvoProfessor, Imperial College LondonGeverifieerd e-mailadres voor imperial.ac.uk
Rachel WilsonUniversity of Technology SydneyGeverifieerd e-mailadres voor uts.edu.au
Alexandre J.S. MorinDepartement of Psychology, Concordia UniversityGeverifieerd e-mailadres voor concordia.ca
Benjamin NagengastUniversity of TübingenGeverifieerd e-mailadres voor uni-tuebingen.de
Doris YP LeungAssociate Professor, School of Nursing, The Hong Kong Polytechnic UniversityGeverifieerd e-mailadres voor polyu.edu.hk

Volgen

Paul Ginns

Associate Professor in Educational Psychology, University of Sydney

Geverifieerd e-mailadres voor sydney.edu.au - Homepage

Cognitive load theory Embodied learning Student learning theory


Titel Sorteren op citaties Sorteren op jaar Sorteren op titel	Geciteerd door Geciteerd door	Jaar
Meta-analysis of the modality effect P Ginns Learning and instruction 15 (4), 313-331, 2005	783	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	754	2007
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects P Ginns Learning and instruction 16 (6), 511-525, 2006	502	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	468	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	412	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	396	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	227	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	194	2014
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	177	2016
Motivation and engagement: Same or different? Does it matter? AJ Martin, P Ginns, B Papworth Learning and individual differences 55, 150-162, 2017	169	2017
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	163	2015
Designing instructional text in a conversational style: A meta-analysis P Ginns, AJ Martin, HW Marsh Educational Psychology Review 25, 445-472, 2013	158	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	149	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
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	138	2005
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	137	2015
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	131	2008
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	130	2008
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	130	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	127	2008

Het systeem kan de bewerking nu niet uitvoeren. Probeer het later opnieuw.

Artikelen 1–20

Citaties per jaar

Dubbele citaties

Samengevoegde citaties

Medeauteurs toevoegenMedeauteurs

Volgen

Geciteerd door

Medeauteurs