Browsing by Author Prosser, Michael

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Issue DateTitleAuthor(s)Citation
2005Academics' experiences of understanding of their subject matter and the relationship to their experiences of teaching and learning.Prosser, Michael; Lueckenhausen, Gillian; Martin, Elaine; Ramsden, Paul; Trigwell, Keith; Institute Teaching & LearningAcademics' experiences of understanding of their subject matter and the relationship to their experiences of teaching and learning., Instructional Science, vol.33,(2),2005,pp 137-157
2003An Aligned, evidence-based approach to quality assurance for teaching and learningBarrie, Simon; Prosser, Michael; Institute Teaching & Learning; Institute Teaching & LearningAn Aligned, evidence-based approach to quality assurance for teaching and learning, Proceedings of the Australian Universities Quality Forum 2003, vol.1,(),2003,pp 149-152
2002Appraising new technologies for learning: a framework for evaluation and redevelopmentProsser, Michael; Boud, David; Institute Teaching & LearningAppraising new technologies for learning: a framework for evaluation and redevelopment, Educational Media International, vol.39,(3&4),2002,pp 237-245
2017Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong: A multiple-group confirmatory factor analysis approachProsser, Michael; Huen, Jenny; Zhao, Yue; Institute for Teaching & LearningComparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong: A multiple-group confirmatory factor analysis approach, Quality Assurance in Education, vol.25, 3, 2017,pp 270-286
2006Confirmatory factor analysis of the Approaches to Teaching InventoryProsser, Michael; Trigwell, Keith; Institute Teaching and LearningConfirmatory factor analysis of the Approaches to Teaching Inventory, British Journal of Educational Psychology, vol.76,(2),2006,pp 405-419
2005Differences in Students' Perceptions of Learning Compulsory Foundation Biochemistry in the Health Sciences ProfessionsBatmanian, Laura; Lingard, Jennifer; Prosser, Michael; School of Medical Sciences: Biomedical Sciences; School of Medical Sciences: Biomedical Sciences; Institute Teaching and LearningDifferences in Students' Perceptions of Learning Compulsory Foundation Biochemistry in the Health Sciences Professions, Advances in Health Sciences Education, vol.10,(4),2005,pp 279-290
2003Dissonance in Experience of Teaching and its Relation to the Quality of Student LearningProsser, Michael; Ramsden, Paul; Trigwell, Keith; Martin, Elaine; Institute Teaching & Learning; Vice-Chancellor - Executive; Institute Teaching & LearningDissonance in Experience of Teaching and its Relation to the Quality of Student Learning, Studies in Higher Education, vol.28,(1),2003,pp 37-48
2002Does the new NSW HSC physics syllabus let students think about their physics knowledge differentlyProsser, Michael; Sharma, Manjula; Stewart, Christopher; Whymark, Aaron; Institute Teaching & Learning; Physics; Physics; PhysicsDoes the new NSW HSC physics syllabus let students think about their physics knowledge differently, PROCEEDINGS OF THE AUSTRALIAN INSTITUTE OF PHYSICS 15TH BIENNIAL CONGRESS 2002 : 8-11 JULY 2002, SYDNEY AUSTRALIA, vol.1,(),2002,pp 265-267
2005Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assuranceBarrie, Simon; Ginns, Paul; Prosser, Michael; Institute Teaching and Learning; Fac Ed & Soc Wk - Research; Institute Teaching and LearningEarly impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance, Assessment & Evaluation in Higher Education, vol.30, 6, 2005,pp 641-656
2006How and what university students learn through online and face-to-face discussion: conceptions, intentions and approachesEllis, Robert; Goodyear, Peter; O'Hara, Agi; Prosser, Michael; ICT in Teaching & Learning; Fac Ed & Soc Wk - Research; Social Work & Policy Studies; Institute Teaching & LearningHow and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches, Journal of Computer Assisted Learning, vol.22,(4),2006,pp 244-256
2005Identifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systemsProsser, Michael; Cope, Chris; Institute Teaching & LearningIdentifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systems, Higher Education, vol.49,(3),2005,pp 345-372
2003Integrating quality practices in research-led teaching and institutional prioritiesBrew, Angela; Prosser, Michael; Institute Teaching & Learning; Institute Teaching & LearningIntegrating quality practices in research-led teaching and institutional priorities, Proceedings of the Australian Universities Quality Forum 2003, vol.1,(),2003,pp 113-116
2002Just how different are they? Learning Physics in the wake of the new HSC syllabus changeoverProsser, Michael; Sharma, Manjula; Stewart, Christopher; Institute Teaching & Learning; Physics; PhysicsJust how different are they? Learning Physics in the wake of the new HSC syllabus changeover, Proceedings of the 15th Australian Institute of Physics Congress, vol.1,(),2002,pp 223-225
2005Learning to learn or learning the contentBatmanian, Laura; Lingard, Jennifer; Prosser, Michael; School of Medical Sciences: School of Medical Sciences; School of Medical Sciences: Biomedical Sciences; Institute Teaching & LearningLearning to learn or learning the content, Innovation to Practice, vol.N/A,(),2005,pp 44-44
2005Phenomenographic pedagogy and a revised Approaches to teaching inventoryProsser, Michael; Ginns, P; Trigwell, Keith; Institute Teaching & LearningPhenomenographic pedagogy and a revised Approaches to teaching inventory, Higher Education Research and Development, vol.24,(4),2005,pp 349-360
2003Qualitative difference in university teachingProsser, Michael; Trigwell, Keith; Institute Teaching & LearningQualitative difference in university teaching in Access and Exclusion (International Perspectives on Higher Education Research Volume 2), JAI Elsevier Science, 2003, pp. 185-216
2014Qualitative variation in approaches to university teaching and learning in large first-year classesProsser, Michael; Trigwell, Keith; Institute Teaching and Learning; Institute Teaching and LearningQualitative variation in approaches to university teaching and learning in large first-year classes, Higher Education: the international journal of higher education and educational planning, vol.67, 6, 2014,pp 783-795
2014Qualitative variation in constructive alignment in curriculum designProsser, Michael; Trigwell, Keith; Institute Teaching and Learning; Institute Teaching and LearningQualitative variation in constructive alignment in curriculum design, Higher Education: the international journal of higher education and educational planning, vol.67, 2, 2014,pp 141-154
2004Qualitatively different ways of differentiating student acheivement: A phenomenographic study of academics' conceptions of grade descriptorsProsser, Michael; Tan, Kelvin H. K.; Institute Teaching & LearningQualitatively different ways of differentiating student acheivement: A phenomenographic study of academics' conceptions of grade descriptors, Assessment and Evaluation in Higher Education, vol.29,(3),2004,pp 267-282
2013Quality teaching quality learningProsser, Michael; Institute for Teaching & LearningQuality teaching quality learning in Cases on Quality Teaching Practices in Higher Education, Information Science Reference, 2013, pp. 26-37