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Michael Prosser
Michael Prosser
University of Melbourne; University of Tasmania
Verified email at unimelb.edu.au
Title
Cited by
Cited by
Year
Understanding learning and teaching: The experience in higher education
M Prosser, K Trigwell
McGraw-Hill Education (UK), 1999
38341999
Relations between teachers' approaches to teaching and students' approaches to learning
K Trigwell, M Prosser, F Waterhouse
Higher education 37 (1), 57-70, 1999
22291999
Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes
K Trigwell, M Prosser
Higher education 22 (3), 251-266, 1991
11371991
Development and use of the approaches to teaching inventory
K Trigwell, M Prosser
Educational Psychology Review 16 (4), 409-424, 2004
9112004
Qualitative differences in approaches to teaching first year university science
K Trigwell, M Prosser, P Taylor
Higher education 27 (1), 75-84, 1994
8421994
A phenomenographic study of academics' conceptions of science learning and teaching
M Prosser, K Trigwell, P Taylor
Learning and instruction 4 (3), 217-231, 1994
8341994
Changing approaches to teaching: A relational perspective
K Trigwell, M Prosser
Studies in higher education 21 (3), 275-284, 1996
7631996
Scholarship of teaching: A model
K Trigwell, E Martin, J Benjamin, M Prosser
Higher education research & development 19 (2), 155-168, 2000
6902000
Congruence between intention and strategy in university science teachers' approaches to teaching
K Trigwell, M Prosser
Higher education 32 (1), 77-87, 1996
6441996
The “how” and “what” of learning physics
M Prosser, R Millar
European journal of Psychology of Education 4 (4), 513-528, 1989
5521989
Relations between perceptions of the teaching environment and approaches to teaching
M Prosser, K Trigwell
British Journal of Educational Psychology 67 (1), 25-35, 1997
4391997
The first year experience project: A model for university-wide change
A Pitkethly, M Prosser
Higher Education Research & Development 20 (2), 185-198, 2001
4212001
Relating approaches to study and quality of learning outcomes at the course level
K Trigwell, M Prosser
British Journal of Educational Psychology 61 (3), 265-275, 1991
4181991
Conceptions of mathematics and how it is learned: The perspectives of students entering university
K Crawford, S Gordon, J Nicholas, M Prosser
Learning and instruction 4 (4), 331-345, 1994
3791994
Phenomenographic pedagogy and a revised approaches to teaching inventory
K Trigwell, M Prosser, P Ginns
Higher Education Research & Development 24 (4), 349-360, 2005
3642005
What university teachers teach and how they teach it
E Martin, M Prosser, K Trigwell, P Ramsden, J Benjamin
Teacher thinking, beliefs and knowledge in higher education, 103-126, 2002
3602002
Qualitatively different experiences of learning mathematics at university
K Crawford, S Gordon, J Nicholas, M Prosser
Learning and instruction 8 (5), 455-468, 1998
3601998
Dissonance in experience of teaching and its relation to the quality of student learning
M Prosser, P Ramsden, K Trigwell, E Martin
Studies in Higher education 28 (1), 37-48, 2003
3572003
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
3412007
How and what university students learn through online and face‐to‐face discussion: Conceptions, intentions and approaches
RA Ellis, P Goodyear, M Prosser, A O'Hara
Journal of Computer Assisted Learning 22 (4), 244-256, 2006
3292006
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