Publications
Selected publications
- Lecture capture affects student learning behaviour (Journal article - 2023)
- Students tell us what good written feedback looks like (Journal article - 2020)
- Supporting students during their undergraduate research projects using audio recordings (Journal article - 2018)
- How undergraduate and postgraduate science students perceive self- and peer-assessed group work (Journal article - 2017)
- Audio Feedback – Better Feedback? (Journal article - 2014)
- New uses for a familiar technology: introducing mobile phone polling in large classes (Journal article - 2014)
- Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes (Journal article - 2013)
2023
Lecture capture affects student learning behaviour
Voelkel, S., Bates, A., Gleave, T., Larsen, C., Stollar, E. J., Wattret, G., & Mello, L. V. (2023). Lecture capture affects student learning behaviour. FEBS OPEN BIO. doi:10.1002/2211-5463.13548
2020
Students tell us what good written feedback looks like
Voelkel, S., Varga-Atkins, T., & Mello, L. V. (2020). Students tell us what good written feedback looks like. FEBS Open Bio, 10(5), 692-706. doi:10.1002/2211-5463.12841
2018
Supporting students during their undergraduate research projects using audio recordings
Voelkel, S., Mello, L. V., & Varga-Atkins, T. (2018). Supporting students during their undergraduate research projects using audio recordings. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 55(4), 433-440. doi:10.1080/14703297.2016.1263233
2017
How undergraduate and postgraduate science students perceive self- and peer-assessed group work
Mello,, L. V., & Voelkel, S. (2017). How undergraduate and postgraduate science students perceive self- and peer-assessed group work. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education.
2014
Audio Feedback – Better Feedback?
Voelkel, S., & Mello, L. V. (2014). Audio Feedback – Better Feedback?. Bioscience Education, 22(1), 16-30. doi:10.11120/beej.2014.00022
New uses for a familiar technology: introducing mobile phone polling in large classes
Voelkel, S., & Bennett, D. (2014). New uses for a familiar technology: introducing mobile phone polling in large classes. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 51(1), 46-58. doi:10.1080/14703297.2013.770267
Student-centred supervision of undergraduate dissertations
Voelkel, S., & Mello, L. V. (2014). Student-centred supervision of undergraduate dissertations. In HEA (Ed.), HEA STEM conference 2014 (pp. 1). Edinburgh, UK: HEA.
2013
Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes
Voelkel, S. (n.d.). Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes. Research in Learning Technology, 21. doi:10.3402/rlt.v21i0.19153
2012
A novel two-staged online test design
Voelkel, S. (2012). A novel two-staged online test design. In Devising, creating and scheduling online tests for formative assessment and feedback: a two-staged approach (pp. 1). Liverpool: UoL.
Audio feedback - better feedback?
Voelkel, S. (2012). Audio feedback - better feedback?. In UoL Learning and Teaching conference (pp. 1). Liverpool: Learning and Teaching conference.
Engagement and learning through formative e-assessment
Voelkel, S. (2012). Engagement and learning through formative e-assessment. In SEB, & SEB (Eds.), Researchers - teachers - learners (pp. 20). London: SEB.
2011
Engagement and learning through formative E-assessment: An action research project in a Biological Sciences class
Voelkel, S. (2011). Engagement and learning through formative E-assessment: An action research project in a Biological Sciences class. (Master's Thesis, University of Liverpool).
Using mobile phones for text message voting in lectures
Voelkel, S. (2011). Using mobile phones for text message voting in lectures. In Learning and Teaching conference (pp. 1). Liverpool: UoL.
2006
Two different oxygen sensors regulate oxygen-sensitive K+ transport in crucian carp red blood cells.
Berenbrink, M., Völkel, S., Koldkjaer, P., Heisler, N., & Nikinmaa, M. (2006). Two different oxygen sensors regulate oxygen-sensitive K+ transport in crucian carp red blood cells.. The Journal of physiology, 575(Pt 1), 37-48. doi:10.1113/jphysiol.2006.112680
2001
Völkel, S., Berenbrink, M., Heisler, N., & Nikinmaa, M. (2001). Unknown Title. Fish Physiology and Biochemistry, 24(3), 213-223. doi:10.1023/a:1014050001585
2000
O(2)-dependent K(+) fluxes in trout red blood cells: the nature of O(2) sensing revealed by the O(2) affinity, cooperativity and pH dependence of transport.
Berenbrink, M., Völkel, S., Heisler, N., & Nikinmaa, M. (2000). O(2)-dependent K(+) fluxes in trout red blood cells: the nature of O(2) sensing revealed by the O(2) affinity, cooperativity and pH dependence of transport.. The Journal of physiology, 526 Pt 1, 69-80. doi:10.1111/j.1469-7793.2000.t01-1-00069.x
Sulphaemoglobin formation in fish: a comparison between the haemoglobin of the sulphide-sensitive rainbow trout (Oncorhynchus Mykiss) and of the sulphide-tolerant common carp (Cyprinus Carpio).
Völkel, S., & Berenbrink, M. (2000). Sulphaemoglobin formation in fish: a comparison between the haemoglobin of the sulphide-sensitive rainbow trout (Oncorhynchus Mykiss) and of the sulphide-tolerant common carp (Cyprinus Carpio).. The Journal of experimental biology, 203(Pt 6), 1047-1058. doi:10.1242/jeb.203.6.1047