Tünde Varga‐atkin
Biographic Data
| ID | 4514660 |
|---|---|
| NAME | Tünde Varga‐atkin |
| GIVEN NAMES | Tünde |
| FAMILY NAME | Varga‐atkin |
| SIGNATURE | ATKIN T V |
| AFFILIATIONS | University of Liverpool |
| ORCID | 0000-0002-9492-4284 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Diving into the blended learning experience
This study investigated how Chinese first-year undergraduate students engaged in blended learning and the factors that influenced their engagement in EMI transnational universities in China. The mixed-method study collected 341 survey responses and 20 interviews and utilized Astin’s I-E-O model as a theoretical framework. Findings indicated that students maintained a relatively high and consistent engagement in blended learning. The study further…
Understanding students’ perceptions of fairness in group work assessment
Supporting fairness in the assessment of group work remains an ongoing challenge for instructors, particularly that students feel their individual contributions need to be evaluated equitably. This study draws on social psychology and critical theories to examine the conditions that shape students’ perceptions of fairness and associated tensions in group work assessments across three large UK universities. The results highlight that the majority …
Students’ perceptions of fairness in groupwork assessment
Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students …
Learning, Student Digital Capabilities and Academic Performance over the Covid-19 Pandemic
During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent …
Diagrammatic Elicitation
The use of graphic representations of experience and the social environment in the data collection process is an emerging approach. The terms diagramming, mapping and drawing are often used interchangeably, with no common interdisciplinary understanding of what they mean. The lack of a unifying terminology has resulted in simultaneous but separate developments undermining a more coherent approach to this emergent method. By defining what a diagra…
Social inclusion and learning networks
This article has been produced from the work of a research project conducted in the context of a city‐wide education service in the United Kingdom. This was the Liverpool Learning Networks Research Project, which began in July 2005. The researchers carried out semi‐structured interviews with education practitioners – learning network coordinators – who have strategic responsibility for the development of school networks in Liverpool. The role of …
Power and the theory-and-practice conundrum
This article reflects on power in contract research relationships. Distinguishing between the overt forms of control and the more subtle aspects of control associated with the ‘enculturing’ of the researcher, it considers the ways in which power affects their ability to relate to professional practice. The discussion draws on the experience of one researcher working within a local schools service. It concludes that the ‘theory-and-practice conund…
How are the Perceptions of Learning Networks Shaped Among School Professionals and Headteachers at an Early Stage in their Introduction
Diagrammatic Elicitation
The use of graphic representations of experience and the social environment in the data collection process is an emerging approach. The terms diagramming, mapping and drawing are often used interchangeably, with no common interdisciplinary understanding of what they mean. The lack of a unifying terminology has resulted in simultaneous but separate developments undermining a more coherent approach to this emergent method. By defining what a diagra…
How are the Perceptions of Learning Networks Shaped Among School Professionals and Headteachers at an Early Stage in their Introduction
Power and the theory-and-practice conundrum
This article reflects on power in contract research relationships. Distinguishing between the overt forms of control and the more subtle aspects of control associated with the ‘enculturing’ of the researcher, it considers the ways in which power affects their ability to relate to professional practice. The discussion draws on the experience of one researcher working within a local schools service. It concludes that the ‘theory-and-practice conund…
How are the Perceptions of Learning Networks Shaped Among School Professionals and Headteachers at an Early Stage in their Introduction
Social inclusion and learning networks
This article has been produced from the work of a research project conducted in the context of a city‐wide education service in the United Kingdom. This was the Liverpool Learning Networks Research Project, which began in July 2005. The researchers carried out semi‐structured interviews with education practitioners – learning network coordinators – who have strategic responsibility for the development of school networks in Liverpool. The role of …
Diagrammatic Elicitation
The use of graphic representations of experience and the social environment in the data collection process is an emerging approach. The terms diagramming, mapping and drawing are often used interchangeably, with no common interdisciplinary understanding of what they mean. The lack of a unifying terminology has resulted in simultaneous but separate developments undermining a more coherent approach to this emergent method. By defining what a diagra…
Learning, Student Digital Capabilities and Academic Performance over the Covid-19 Pandemic
During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent …
Understanding students’ perceptions of fairness in group work assessment
Supporting fairness in the assessment of group work remains an ongoing challenge for instructors, particularly that students feel their individual contributions need to be evaluated equitably. This study draws on social psychology and critical theories to examine the conditions that shape students’ perceptions of fairness and associated tensions in group work assessments across three large UK universities. The results highlight that the majority …
Students’ perceptions of fairness in groupwork assessment
Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students …
Diving into the blended learning experience
This study investigated how Chinese first-year undergraduate students engaged in blended learning and the factors that influenced their engagement in EMI transnational universities in China. The mixed-method study collected 341 survey responses and 20 interviews and utilized Astin’s I-E-O model as a theoretical framework. Findings indicated that students maintained a relatively high and consistent engagement in blended learning. The study further…
Pedagogy (5 works) · Psychology (5 works) · Computer Science (4 works) · Political science (4 works) · Sociology (4 works) · Higher education (3 works) · Perception (3 works) · Public relations (3 works) · Blended Learning (2 works) · Engineering (2 works)