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Cited by

• 2015Online Formative Assessment in Higher Education: Its Pros and Cons.224 cited
• 2015Video-based feedback on student assessment: scarily personal180 cited
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• 2014Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module124 cited
• 2013How does student peer review influence perceptions, engagement and academic outcomes? A case study116 cited
• 2016Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences96 cited
• 2014Constructive Alignment: An Outcomes-Based Approach to Teaching Anatomy95 cited
• 2019Problem-based projects in medical education: extending PBL practices and broadening learning perspectives94 cited
• 2011The personal dimension in teaching: why students value feedback90 cited
• 2013Developing and enhancing undergraduate final-year projects and dissertations84 cited
• 2016Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery supressing them?84 cited
• 2010Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches82 cited
• 2016