Paul Ginns

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Andrew J MartinUniversity of New South Wales (UNSW)Verified email at unsw.edu.au
Simon BarrieWestern Sydney UniversityVerified email at westernsydney.edu.au
Rebecca J. CollieScientia Associate Professor of Educational Psychology, University of New South WalesVerified email at unsw.edu.au
Michael ProsserUniversity of Melbourne; University of TasmaniaVerified email at unimelb.edu.au
Gregory Arief D. LiemAssociate Professor, Nanyang Technological UniversityVerified email at nie.edu.sg
Luke K FryerThe University of Hong Kong, Faculty of EducationVerified email at hku.hk
Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityVerified email at acu.edu.au
Janette BobisProfessor of Mathematics Education, University of SydneyVerified email at sydney.edu.au
Tracy L DurksenUNSWVerified email at unsw.edu.au
James HallAssociate Professor of Psychology of Education, University of SouthamptonVerified email at soton.ac.uk
Emma C. BurnsMacquarie UniversityVerified email at mq.edu.au
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam/Universities of Wollongong / UNSWVerified email at essb.eur.nl
Sharon Tindall-FordAssociate Professor, University of WollongongVerified email at uow.edu.au
Shirley AgostinhoProfessor, School of Education, Faculty of the Arts, Social Sciences and Humanities, UOWVerified email at uow.edu.au
Diana DolmansFull Professor of Educational Sciences, School of Health Professions Education (SHE), MaastrichtVerified email at maastrichtuniversity.nl
Rafael A. CalvoProfessor, Imperial College LondonVerified email at imperial.ac.uk
Alexandre J.S. MorinDepartement of Psychology, Concordia UniversityVerified email at concordia.ca
Benjamin NagengastUniversity of TübingenVerified email at uni-tuebingen.de
Angela BrewEmeritus Professor, Macquarie UniversityVerified email at mq.edu.au
Doris YP LeungAssociate Professor, School of Nursing, The Hong Kong Polytechnic UniversityVerified email at polyu.edu.hk

Paul Ginns

Associate Professor in Educational Psychology, University of Sydney

Verified email at sydney.edu.au - Homepage

Cognitive load theory Embodied learning Student learning theory


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Meta-analysis of the modality effect P Ginns Learning and instruction 15 (4), 313-331, 2005	820	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	789	2007
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects P Ginns Learning and instruction 16 (6), 511-525, 2006	542	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	487	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	436	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	418	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	231	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	229	2014
Motivation and engagement: Same or different? Does it matter? AJ Martin, P Ginns, B Papworth Learning and individual differences 55, 150-162, 2017	217	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	201	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	200	2015
Designing instructional text in a conversational style: A meta-analysis P Ginns, AJ Martin, HW Marsh Educational Psychology Review 25, 445-472, 2013	171	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	161	2005
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	154	2013
Readiness for self-directed learning: validation of a new scale with medical students GD Hendry, P Ginns Medical teacher 31 (10), 918-920, 2009	149	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	147	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	143	2005
The role of a museum‐based science education program in promoting content knowledge and science motivation AJ Martin, TL Durksen, D Williamson, J Kiss, P Ginns Journal of Research in Science Teaching 53 (9), 1364-1384, 2016	137	2016
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	137	2008
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	135	2008

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