Paul Ginns
Paul Ginns
Associate Professor in Educational Psychology, University of Sydney
Verified email at - Homepage
Cited by
Cited by
Meta-analysis of the modality effect
P Ginns
Learning and instruction 15 (4), 313-331, 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
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
P Ginns
Learning and instruction 16 (6), 511-525, 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
Phenomenographic pedagogy and a revised approaches to teaching inventory
K Trigwell, M Prosser, P Ginns
Higher Education Research & Development 24 (4), 349-360, 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
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
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
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
Motivation and engagement: Same or different? Does it matter?
AJ Martin, P Ginns, B Papworth
Learning and individual differences 55, 150-162, 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
Designing instructional text in a conversational style: A meta-analysis
P Ginns, AJ Martin, HW Marsh
Educational Psychology Review 25, 445-472, 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
Readiness for self-directed learning: validation of a new scale with medical students
GD Hendry, P Ginns
Medical teacher 31 (10), 918-920, 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
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
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
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
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
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
The system can't perform the operation now. Try again later.
Articles 1–20