Paul Ashwin
Cited by
Cited by
How approaches to teaching are affected by discipline and teaching context
S Lindblom‐Ylšnne, K Trigwell, A Nevgi, P Ashwin
Studies in Higher Education 31 (03), 285-298, 2006
Analysing teaching-learning interactions in higher education: Accounting for structure and agency
P Ashwin
Continuum International Publishing Group, 2009
Reflective teaching in higher education
P Ashwin, D Boud, S Calkins, K Coate, F Hallett, G Light, K Luckett, ...
Bloomsbury Publishing, 2020
Peer support: Relations between the context, process and outcomes for the students who are supported
P Ashwin
Instructional science 31 (3), 159-173, 2003
Variation in students’ experiences of the ‘Oxford tutorial’
P Ashwin
Higher Education 50 (4), 631-644, 2005
The Meanings of Student Engagement: Implications for Policies and Practices
P Ashwin, D McVitty
The European Higher Education Area, 343-359, 2015
An exploratory study of situated conceptions of learning and learning environments
K Trigwell, P Ashwin
Higher Education 51 (2), 243-258, 2006
Evoked prior learning experience and approach to learning as predictors of academic achievement
K Trigwell, P Ashwin, ES Millan
British Journal of Educational Psychology 83 (3), 363-378, 2013
Investigating staff and educational development
P Ashwin, K Trigwell
Enhancing staff and educational development, 117-131, 2004
Accounting for structure and agency in ‘close-up’research on teaching, learning and assessment in higher education
P Ashwin
International Journal of Educational Research 47 (3), 151-158, 2008
Variation in academics’ accounts of tutorials
P Ashwin
Studies in Higher Education 31 (6), 651-665, 2006
Knowledge, curriculum and student understanding in higher education
P Ashwin
Higher Education 67 (2), 123-126, 2014
How often are theories developed through empirical research into higher education?
P Ashwin
Studies in Higher Education 37 (8), 941-955, 2012
Changing higher education: The development of learning and teaching
P Ashwin
Routledge, 2005
Undergraduate students' experience of learning at the University of Oxford
K Trigwell, P Ashwin
Institute for the Advancement of University Learning, 2003
The use and value of Bernstein’s work in studying (in) equalities in undergraduate social science education
M McLean, A Abbas, P Ashwin
British Journal of Sociology of Education 34 (2), 262-280, 2013
How do students’ accounts of sociology change over the course of their undergraduate degrees?
P Ashwin, A Abbas, M McLean
Higher Education 67 (2), 219-234, 2014
Peer facilitation and how it contributes to the development of a more social view of learning
P Ashwin
Research in Post-Compulsory Education 8 (1), 005-018, 2003
Representations of a high-quality system of undergraduate education in English higher education policy documents
P Ashwin, A Abbas, M McLean
Studies in Higher Education 40 (4), 610-623, 2015
Implementing Peer Learning Across Organisations: the development of a model
P Ashwin
Mentoring and Tutoring 10 (3), 221-231, 2002
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