Publications
Selected publications
- Students tell us what good written feedback looks like (Journal article - 2020)
- Focus Group meets Nominal Group Technique: an effective combination for student evaluation? (Journal article - 2017)
- The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic (Journal article - 2021)
- Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic (Journal article - 2021)
- Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK (Chapter - 2021)
- Beyond description: in search of disciplinary digital capabilities through signature pedagogies (Journal article - 2020)
- From drawings to diagrams: maintaining researcher control during graphic elicitation in qualitative interviews (Journal article - 2009)
- Editorial: Special issue on “Learning Design and Education for Sustainable Development Bootcamp" (Journal article - 2024)
- Handbook of Digital Higher Education (Book - 2022)
- Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument (Journal article - 2024)
2024
Meeting reports
Mello, L. V., Varga-Atkins, T., Voelkel, S., Watson, H., & Smith, D. (2024). Meeting reports. The Biochemist, 46(4), 44. doi:10.1042/bio_2024_134
Disciplinary digital capabilities of professionals
Varga-Atkins, T. (n.d.). Disciplinary digital capabilities of professionals. Proceedings of the International Conference on Networked Learning, 12, 164-174. doi:10.54337/nlc.v12.8652
Editorial: Special issue on “Learning Design and Education for Sustainable Development Bootcamp"
Varga-Atkins, T., Toro-Troconis, M., & Ahmad, N. (n.d.). Editorial: Special issue on “Learning Design and Education for Sustainable Development Bootcamp". Open Scholarship of Teaching and Learning, 3(1). doi:10.56230/osotl.111
Learning design and Education for Sustainable Development Bootcamp: Background, framework and toolkit
Toro-Troconis, M., Ahmad, N., & Varga-Atkins, T. (n.d.). Learning design and Education for Sustainable Development Bootcamp: Background, framework and toolkit. Open Scholarship of Teaching and Learning, 3(1). doi:10.56230/osotl.112
Reframing digital capabilities in higher education
Papageorgiou, V., Beer, N., Bryant, P., Lameras, P., & Varga-Atkins, T. (2024). Reframing digital capabilities in higher education. In A. McNamara, D. Mahon, V. Papageorgiou, & J. Ramdeo (Eds.), Inspire: Learning for Teaching in Higher Education (pp. 17-34). Nov Publishing.
Exploring 30 years of research in learning technology: an analysis of the RLT journal
Voce, J., Bennett, L., Brunton, J., Rolewicz, E. D., Flavin, M., Honeychurch, S., & Varga-Atkins, T. (n.d.). Exploring 30 years of research in learning technology: an analysis of the RLT journal. Research in Learning Technology, 32. doi:10.25304/rlt.v32.3332
Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument
Rasooli, A., Turner, J., Varga-Atkins, T., Pitt, E., Asgari, S., & Moindrot, W. (n.d.). Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument. Assessment & Evaluation in Higher Education, 1-16. doi:10.1080/02602938.2024.2354510
2023
An emotional rollercoaster: Exploring HE educators’ experiences of online teaching in a pandemic
Saetnan, E., Varga-Atkins, T., Christopoulou, D., Crolley, L., Flynn, M., Haddley, J., . . . Klunder-Rosser, J. (2023). An emotional rollercoaster: Exploring HE educators’ experiences of online teaching in a pandemic. Developing Academic Practice, 2023(Special), 83-100. doi:10.3828/dap.2023.6
Research in Learning Technology: making friends and influencing people
Brunton, J., Bennett, L., Drumm, L., Flavin, M., Honeychurch, S., Thomson, S., & Varga-Atkins, T. (n.d.). Research in Learning Technology: making friends and influencing people. Research in Learning Technology, 31. doi:10.25304/rlt.v31.3212
2022
Handbook of Digital Higher Education
Sharpe, R., Bennett, S., & Varga-Atkins, T. (Eds.) (2022). Handbook of Digital Higher Education. Edward Elgar Publishing. doi:10.4337/9781800888494
How digital is my curriculum? Embedding signature digital capabilities in engineering
Varga-Atkins, T. (2022). How digital is my curriculum? Embedding signature digital capabilities in engineering. In Handbook of Digital Higher Education (pp. 51-64).
Introduction to the handbook of digital higher education
Sharpe, R., Bennett, S., & Varga-Atkins, T. (2022). Introduction to the handbook of digital higher education. In Handbook of Digital Higher Education (pp. 1-12).
2021
The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic
Varga-Atkins, T., Sharpe, R., Bennett, S., Alexander, S., & Littlejohn, A. (2021). The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic. JOURNAL OF INTERACTIVE MEDIA IN EDUCATION, (1). doi:10.5334/jime.649
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
Limniou, M., Varga-Atkins, T., Hands, C., & Elshamaa, M. (n.d.). Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic. Education Sciences, 11(7), 361. doi:10.3390/educsci11070361
A structured reflective process supports student awareness of employability skills development in a science placement module
Mello, L. V., Varga-Atkins, T., & Edwards, S. W. (2021). A structured reflective process supports student awareness of employability skills development in a science placement module. FEBS OPEN BIO, 11(6), 1524-1536. doi:10.1002/2211-5463.13158
Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK
Varga-Atkins, T., Limniou, M., Hands, C., Durrani, Z., & Duret, D. (2021). Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK. In Challenges and Opportunities of Online Learning (pp. 221-271).
HOW ARE DIGITAL CAPABILITIES RELEVANT TO MY DISCIPLINE? SIGNATURE PEDAGOGIES TO THE RESCUE…
Varga Atkins, T. (2021). HOW ARE DIGITAL CAPABILITIES RELEVANT TO MY DISCIPLINE? SIGNATURE PEDAGOGIES TO THE RESCUE…. In INTED Proceedings Vol. 1 (pp. 4583-4590). IATED. doi:10.21125/inted.2021.0934
A structured reflective process supports student awareness of employability skills development in a science placement module
2020
Culture Club: Experiences of running a journal club for continuing professional development in higher education
Turner, J. C., Mason, A., Harrison, R., & Varga-Atkins, T. (n.d.). Culture Club: Experiences of running a journal club for continuing professional development in higher education. Journal of Perspectives in Applied Academic Practice, 8(2), 81-89. doi:10.14297/jpaap.v8i2.404
A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD
Limniou, M., Durrani, Z., Hands, C., Duret, D., & Varga-Atkins, T. (2020). A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD. In ICERI Proceedings Vol. 1 (pp. 706-713). IATED. doi:10.21125/iceri.2020.0217
Beyond description: in search of disciplinary digital capabilities through signature pedagogies
Varga-Atkins, T. (2020). Beyond description: in search of disciplinary digital capabilities through signature pedagogies. Research in Learning Technology, 28(0). doi:10.25304/rlt.v28.2467
An overview of digital tools to support Hybrid Active Learning
Varga-Atkins, T. (2020). An overview of digital tools to support Hybrid Active Learning. University of Liverpool, Liverpool, UK.
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
2019
Crafting poems for data analysis?
Varga-Atkins, T. (2019). Crafting poems for data analysis?. In Methods Fair: Creativity in Social Science Research. University of Manchester, Manchester, UK.
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
Focus Group meets Nominal Group Technique: an effective combination for student evaluation?
Varga-Atkins, T., McIsaac, J., & Willis, I. (2017). Focus Group meets Nominal Group Technique: an effective combination for student evaluation?. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 54(4), 289-300. doi:10.1080/14703297.2015.1058721
2016
A STUDY OF THE ROLE OF A TECHNOLOGY-ENHANCED LEARNING IMPLEMENTATION GROUP IN MEDIATING AN INSTITUTIONAL VLE MINIMUM STANDARDS POLICY
Varga-Atkins, T. (2016). A STUDY OF THE ROLE OF A TECHNOLOGY-ENHANCED LEARNING IMPLEMENTATION GROUP IN MEDIATING AN INSTITUTIONAL VLE MINIMUM STANDARDS POLICY. Research in Learning Technology, 24. doi:10.3402/rlt.v24.32815
Making new connections
Varga-Atkins, T. (n.d.). Making new connections. Proceedings of the International Conference on Networked Learning, 10, 440-448. doi:10.54337/nlc.v10.8915
Taking the employer’s view helps students prepare for their job hunt
Voelkel, S., Alston, P. O., Dillon, V. M., & Varga-Atkins, T. (2016). Taking the employer’s view helps students prepare for their job hunt. In Inspire to succeed: Transforming teaching and learning in STEM - HEA STEM Conference. Nottingham, UK.
2013
Diagrammatic Elicitation: Defining the Use of Diagrams in Data Collection
Umoquit, M., Tso, P., Varga-Atkins, T., O'Brien, M., & Wheeldon, J. (n.d.). Diagrammatic Elicitation: Defining the Use of Diagrams in Data Collection. The Qualitative Report. doi:10.46743/2160-3715/2013.1487
2012
Cyber Behavior with Wikis
Varga-Atkins, T., Prescott, D., & Dangerfield, P. (2012). Cyber Behavior with Wikis. In Encyclopedia of Cyber Behavior (pp. 164-177). IGI Global. doi:10.4018/978-1-4666-0315-8.ch014
Cultural–historical activity theory and ‘the visual’ in research: exploring the ontological consequences of the use of visual methods
O'Brien, M., Varga-Atkins, T., Umoquit, M., & Tso, P. (2012). Cultural–historical activity theory and ‘the visual’ in research: exploring the ontological consequences of the use of visual methods. International Journal of Research & Method in Education, 35(3), 251-268. doi:10.1080/1743727x.2012.717433
Learning Literacies through collaborative enquiry;
Ashley, J., Jarman, F., Varga-Atkins, T., & Hassan, N. (n.d.). Learning Literacies through collaborative enquiry;. Journal of Information Literacy, 6(1). doi:10.11645/6.1.1655
2010
Developing professionalism through the use of wikis: A study with first-year undergraduate medical students
Varga-Atkins, T., Dangerfield, P., & Brigden, D. (2010). Developing professionalism through the use of wikis: A study with first-year undergraduate medical students. MEDICAL TEACHER, 32(10), 824-829. doi:10.3109/01421591003686245
The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks
Varga-Atkins, T., O’Brien, M., Burton, D., Campbell, A., & Qualter, A. (2010). The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks. Journal of Educational Change, 11(3), 241-272. doi:10.1007/s10833-009-9127-9
2009
School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’
Varga‐Atkins, T., Qualter, A., & O’Brien, M. (2009). School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’. Professional Development in Education, 35(3), 321-340. doi:10.1080/19415250902846815
From drawings to diagrams: maintaining researcher control during graphic elicitation in qualitative interviews
Varga‐Atkins, T., & O’Brien, M. (2009). From drawings to diagrams: maintaining researcher control during graphic elicitation in qualitative interviews. International Journal of Research & Method in Education, 32(1), 53-67. doi:10.1080/17437270902759998
Social inclusion and learning networks: a 'wider notion of learning' or taking things in a different direction?
O'Brien, M., Atkinson, A., Burton, D., Campbell, A., Qualter, A., & Varga-Atkins, T. (2009). Social inclusion and learning networks: a 'wider notion of learning' or taking things in a different direction?. RESEARCH PAPERS IN EDUCATION, 24(1), 57-75. doi:10.1080/02671520801945818
School professionals' attitudes to professional development in a networked context: developing the model of 'believers, seekers and sceptics'.
Varga-Atkins, T., Qualter, A., & O'Brien, M. (2009). School professionals' attitudes to professional development in a networked context: developing the model of 'believers, seekers and sceptics'.. Professional Development in Education., 35(3), 321-340.
School professionals' attitudes to professional development in a networked context: developing the model of 'believers, seekers and sceptics'
Varga-Atkins, T., O'Brien, M., & Qualter, A. (2009). School professionals' attitudes to professional development in a networked context: developing the model of 'believers, seekers and sceptics'. Professional Development in Education, 35(3), 321-340. Retrieved from http://www.informaworld.com/smpp/content~db=all~content=a913469859
2008
Power in Research And The Theory and Practice Conundrum: The Experience Of Working With A Local Authority
O'Brien, M., Clayton, S., Varga-Atkins, T., & Qualter, A. (2008). Power in Research And The Theory and Practice Conundrum: The Experience Of Working With A Local Authority. Evidence and Policy, 4(4).
How are the perceptions of learning networks amongst school professionals shaped at an early stage in their introduction? What does this mean for their implementation?
O'Brien, M., Burton, D., Campbell, A., Qualter, A., & Varga-Atkins, T. (2008). How are the perceptions of learning networks amongst school professionals shaped at an early stage in their introduction? What does this mean for their implementation?. International Review of Education, 54(2). doi:10.1007/s11159-008-9084-1
HOW ARE THE PERCEPTIONS OF LEARNING NETWORKS SHAPED AMONG SCHOOL PROFESSIONALS AND HEADTEACHERS AT AN EARLY STAGE IN THEIR INTRODUCTION?
O'Brien, M., Varga-Atkins, T., Burton, D., Campbell, A., & Qualter, A. (2008). HOW ARE THE PERCEPTIONS OF LEARNING NETWORKS SHAPED AMONG SCHOOL PROFESSIONALS AND HEADTEACHERS AT AN EARLY STAGE IN THEIR INTRODUCTION?. INTERNATIONAL REVIEW OF EDUCATION, 54(2), 211-242. doi:10.1007/s11159-008-9084-1
‘I know it’s not<i>proper</i>research, but…’: how professionals’ understandings of research can frustrate its potential for CPD
Clayton, S., O’Brien, M., Burton, D., Campbell, A., Qualter, A., & Varga‐Atkins, T. (2008). ‘I know it’s not<i>proper</i>research, but…’: how professionals’ understandings of research can frustrate its potential for CPD. Educational Action Research, 16(1), 73-84. doi:10.1080/09650790701833121
"I know its not proper research but …": How professionals' understandings of research can frustrate its potential for CPD
Clayton, S., O'Brien, M., Burton, D., Campbell, A., Qualter, A., & Varga-Atkins, T. (2008). "I know its not proper research but …": How professionals' understandings of research can frustrate its potential for CPD. Education Action Research Journal, 16(1).
Power and the theory-and-practice conundrum: the experience of doing research with a local authority
O’Brien, M., Clayton, S., Varga-Atkins, T., & Qualter, A. (2008). Power and the theory-and-practice conundrum: the experience of doing research with a local authority. Evidence & Policy, 4(4), 371-390. doi:10.1332/174426408x366676
2007
The Liverpool Learning Networks: growing, deepening, delivering
Varga-Atkins, T., Qualter, A., & O'Brien, M. (2007). The Liverpool Learning Networks: growing, deepening, delivering. Liverpool: Educational Development Division of the Centre for Lifelong Learning.
2006
Learning networks for schools: keeping up with the times or a leap into the unknown?
O'Brien, M., Burton, D., Campbell, A., Qualter, A., & Varga‐Atkins, T. (2006). Learning networks for schools: keeping up with the times or a leap into the unknown?. The Curriculum Journal, 17(4), 397-411. doi:10.1080/09585170601081438
The Liverpool Learning Networks: from concept to implementation
O'Brien, M., Qualter, A., & Varga-Atkins, T. (2006). The Liverpool Learning Networks: from concept to implementation. Liverpool: Educational Development Division of the Centre for Lifelong Learning.
2005
Developing e-learning for interprofessional education
Varga-Atkins, T., & Cooper, H. (2005). Developing e-learning for interprofessional education. Journal of Telemedicine and Telecare, 11(SUPPL. 1), 102-104. doi:10.1258/1357633054461561
Developing e-learning for interprofessional education
Varga-Atkins, T., & Cooper, H. (2005). Developing e-learning for interprofessional education. JOURNAL OF TELEMEDICINE AND TELECARE, 11, 102-104. doi:10.1258/1357633054461561
Learning Activity Management System (LAMS) Specialist Schools Trust pilot review
Russell, T., Varga-Atkins, T., & Roberts, D. (2005). Learning Activity Management System (LAMS) Specialist Schools Trust pilot review. Coventry: BECTA. Retrieved from http://www.becta.org.uk/page_documents/research/lams.pdf
Learning paths: e-learning at the edge
Varga-Atkins, T. (2005). Learning paths: e-learning at the edge. In Complexity, Science and Society (pp. na). Liverpool: University of Liverpool.
2004
Developing e-learning for Interprofessional Education: testing the waters.
Varga-Atkins, T., & Cooper, H. (2004). Developing e-learning for Interprofessional Education: testing the waters.. In TeleMed and eHealth'04 Conference on Citizen centred care (pp. pp). London: Royal Society for Medicine.
Enticing learners: rethinking the relationship between e-learning via DiTV and the Internet.
Russell, T., Varga-Atkins, T., & Smith, S. (2004). Enticing learners: rethinking the relationship between e-learning via DiTV and the Internet.. In EuroITV 2004 (pp. pp). Brighton: University of Brighton.
Information skills of undergraduate business students
Varga-Atkins, T., & Ashcroft, L. (2004). Information skills of undergraduate business students. Library Management, 25(1), 39-55.
Information skills of undergraduate business students – a comparison of UK and international students
Varga‐Atkins, T., & Ashcroft, L. (2004). Information skills of undergraduate business students – a comparison of UK and international students. Library Management, 25(1/2), 39-55. doi:10.1108/01435120410510247
The eLearning Place
Russell, T., Clark, R., Roberts, D., & Varga-Atkins, T. (2004). The eLearning Place. Liverpool: University of Liverpool.
The eLearning Place: progress report on a complete system for learning and assessment
Boyle, A. P., Russell, T., Smith, S., & Varga-Atkins, T. (2004). The eLearning Place: progress report on a complete system for learning and assessment. In M. Ashby (Ed.), 8th International CAA Conference (pp. 71-77). Loughborough: University of Loughborough. Retrieved from http://www.caaconference.co.uk/pastConferences/2004/proceedings/index.asp