Follow
Liisa Postareff
Liisa Postareff
Häme University of Applied Sciences
Verified email at hamk.fi
Title
Cited by
Cited by
Year
The effect of pedagogical training on teaching in higher education
L Postareff, S Lindblom-Ylänne, A Nevgi
Teaching and teacher education 23 (5), 557-571, 2007
10012007
A follow-up study of the effect of pedagogical training on teaching in higher education
L Postareff, S Lindblom-Ylänne, A Nevgi
Higher education 56, 29-43, 2008
4322008
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education
L Postareff, S Lindblom-Ylänne
Learning and instruction 18 (2), 109-120, 2008
4182008
Emotions and confidence within teaching in higher education
L Postareff, S Lindblom-Ylänne
Studies in Higher education 36 (7), 799-813, 2011
2212011
Consonance and dissonance in descriptions of teaching of university teachers
L Postareff, N Katajavuori, S Lindblom‐Ylänne, K Trigwell
Studies in Higher Education 33 (1), 49-61, 2008
2042008
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university
L Postareff, M Mattsson, S Lindblom-Ylänne, T Hailikari
Higher education 73, 441-457, 2017
1692017
Factors affecting bioscience students’ academic achievement
H Rytkönen, A Parpala, S Lindblom-Ylänne, V Virtanen, L Postareff
Instructional Science 40, 241-256, 2012
1682012
Academics’ conceptions of assessment and their assessment practices
L Postareff, V Virtanen, N Katajavuori, S Lindblom-Ylänne
Studies in Educational Evaluation 38 (3-4), 84-92, 2012
1442012
What constitutes the surface approach to learning in the light of new empirical evidence?
S Lindblom-Ylänne, A Parpala, L Postareff
Studies in higher education 44 (12), 2183-2195, 2019
1422019
Guiding workplace learning in vocational education and training: A literature review
S Mikkonen, L Pylväs, H Rintala, P Nokelainen, L Postareff
Empirical Research in Vocational Education and Training 9, 1-22, 2017
1312017
Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students
H Hyytinen, A Toom, L Postareff
Learning and individual differences 67, 132-142, 2018
952018
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
H Vilppu, I Södervik, L Postareff, M Murtonen
Instructional science 47 (6), 679-709, 2019
922019
Teaching in Higher Education: From Content-focused to Learning-focused approaches to teaching
L Postareff
Helsingin yliopisto, 2007
832007
Understanding individual differences in approaches to learning across courses: A mixed method approach
L Coertjens, G Vanthournout, S Lindblom-Ylänne, L Postareff
Learning and Individual Differences 51, 69-80, 2016
762016
Student perspectives on how different elements of constructive alignment support active learning
T Hailikari, V Virtanen, M Vesalainen, L Postareff
Active Learning in Higher Education 23 (3), 217-231, 2022
712022
Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching
Y Cao, L Postareff, S Lindblom-Ylänne, A Toom
Teaching and Teacher Education 85, 125-136, 2019
712019
University students' self-and co-regulation of learning and processes of understanding: A person-oriented approach
M Räisänen, L Postareff, S Lindblom-Ylänne
Learning and Individual Differences 47, 281-288, 2016
712016
Factors contributing to changes in a deep approach to learning in different learning environments
L Postareff, A Parpala, S Lindblom-Ylänne
Learning Environments Research 18, 315-333, 2015
692015
Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support
M Räisänen, L Postareff, M Mattsson, S Lindblom-Ylänne
Active Learning in Higher Education 21 (3), 173-188, 2020
622020
The effect of discipline on motivational and self-efficacy beliefs and on approaches to teaching of Finnish and English university teachers
A Nevgi, L Postareff, S Lindblom-Ylänne
Estudio presentado en la EARLI SIG Higher Education Conference, 18-21, 2004
522004
The system can't perform the operation now. Try again later.
Articles 1–20