| Understanding learning and teaching M Prosser, K Trigwell McGraw-Hill Education (UK), 1999 | 4034 | 1999 |
| Relations between teachers' approaches to teaching and students' approaches to learning K Trigwell, M Prosser, F Waterhouse Higher education 37 (1), 57-70, 1999 | 2481 | 1999 |
| Can ‘blended learning’be redeemed? M Oliver, K Trigwell E-learning and Digital Media 2 (1), 17-26, 2005 | 1710 | 2005 |
| 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 | 1201 | 1991 |
| Development and use of the approaches to teaching inventory K Trigwell, M Prosser Educational Psychology Review 16, 409-424, 2004 | 1021 | 2004 |
| How approaches to teaching are affected by discipline and teaching context S Lindblom‐Ylänne, K Trigwell, A Nevgi, P Ashwin Studies in Higher education 31 (03), 285-298, 2006 | 1014 | 2006 |
| Qualitative differences in approaches to teaching first year university science K Trigwell, M Prosser, P Taylor Higher education 27 (1), 75-84, 1994 | 923 | 1994 |
| 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 | 885 | 1994 |
| Changing approaches to teaching: A relational perspective K Trigwell, M Prosser Studies in higher education 21 (3), 275-284, 1996 | 829 | 1996 |
| Scholarship of teaching: A model K Trigwell, E Martin, J Benjamin, M Prosser Higher education research & development 19 (2), 155-168, 2000 | 736 | 2000 |
| Congruence between intention and strategy in university science teachers' approaches to teaching K Trigwell, M Prosser Higher education 32 (1), 77-87, 1996 | 688 | 1996 |
| Student learning and the scholarship of university teaching K Trigwell*, S Shale Studies in higher education 29 (4), 523-536, 2004 | 533 | 2004 |
| Generic capabilities of ATN university graduates J Bowden, G Hart, B King, K Trigwell, O Watts Canberra: Australian Government Department of Education, Training and Youth …, 2000 | 501 | 2000 |
| 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 | 483 | 1997 |
| 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 | 444 | 1991 |
| A phenomenographic interview on phenomenography K Trigwell phenomenography 1, 62-82, 2000 | 426 | 2000 |
| Phenomenographic pedagogy and a revised approaches to teaching inventory K Trigwell, M Prosser, P Ginns Higher Education Research & Development 24 (4), 349-360, 2005 | 414 | 2005 |
| 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 | 381 | 2002 |
| Relations between teachers’ emotions in teaching and their approaches to teaching in higher education K Trigwell Instructional Science 40, 607-621, 2012 | 379 | 2012 |
| 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 | 371 | 2003 |
Michael ProsserUniversity of Melbourne; University of TasmaniaVerified email at unimelb.edu.au
