ORCID Profile
0000-0002-3086-6476
Current Organisations
Northumbria University
,
Griffith University School of Education and Professional Studies
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Publisher: Elsevier BV
Date: 11-2021
Publisher: SAGE Publications
Date: 03-2015
Abstract: This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication with regard to the concepts of face, sociality rights and interactional goals. Problem-Based Learning requires students to engage in potentially face-threatening interactions as they discuss subjects of which they have little prior knowledge, placing them in situations that require negotiation using face-saving strategies in order to meet objectives to share their learning with others. The study described within this article focuses on the key role of the Problem-Based Learning chair and shows how failure by the chair to manage rapport effectively can influence the quality of group learning. The findings suggest that educators need to understand the complex interactional demands students have to face in undertaking Problem-Based Learning and support students to overcome these difficulties considering the three bases of rapport management.
Publisher: Springer Science and Business Media LLC
Date: 24-05-2021
DOI: 10.1186/S12912-021-00593-4
Abstract: Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of in idual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore. A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A s le of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed. Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 06-2018
Publisher: Elsevier BV
Date: 05-2021
Publisher: Wiley
Date: 10-06-2020
DOI: 10.1111/IJUN.12236
Publisher: Elsevier BV
Date: 10-2018
DOI: 10.1016/J.NEDT.2018.07.011
Abstract: In recent years, many ASEAN countries, including Malaysia have embraced Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes. These are bridging programmes that allow registered nurses to upgrade their diploma qualifications to a degree level. To investigate the teaching and learning experiences of Malaysian nurses on Transnational Higher Education post-registration top-up degree programmes in Malaysia. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball s ling methods) to ensure data saturation. Semi-structured interviews were conducted in English and Bahasa Malaysia (Malaysian language) to enable nurses' voices to define, describe and evaluate their TNHE classroom experiences. Data were analysed using thematic analysis. The nurses' experiences within the short one or 2 weeks TNHE intercultural teaching and learning environment identified four categories: language and teaching and learning issues TNHE degree requirements, guidance and support shock and coping strategies and acclimatisation. They suggest there was a conflict between the assumptions and expectations of the TNHE 'flying faculty' and nurses' about the programme of study. There were also mismatches between Western and Malaysian pedagogical preferences, guidance and support, and professional values. There is a need for TNHE 'flying faculty' to internationalise the theoretical knowledge to reduce cultural incongruities and dissimilarities. Cultural immersion will stimulate intercultural views and knowledge to equip nurses for promotional and/or global opportunities whilst enabling the 'flying faculty' to create new learning environments. The research provides insights to inform TNHE provider institutions to improve teaching and learning to enable nurses to make the theory-practice connection.
Publisher: Elsevier BV
Date: 07-2016
DOI: 10.1016/J.NEPR.2016.04.003
Abstract: The increasing longevity of the world's population implies the requirement for a nursing workforce who are appropriately equipped to care for older people when they are ill. Although attitudes toward this field of nursing appear to be positive amongst nursing students, fewer students choose the care of ill older people as a career upon qualification the need to assure the future nursing workforce in this field has been acknowledged globally. In view of the ageing of the world population, there is a need to encourage the care of ill older people as a positive career choice (Koh, 2012). Factors both within the practical learning environment and the environment where students receive theoretical instruction, may potentially impact upon nursing students' attitudes towards caring for ill older people and their career intentions. It is against this background that this review was conducted, in order to identify reasons for this prevailing negativity. It is intended that the review will shed light on strategies to improve these perceptions, showing a career in caring for ill older people in a more positive light.
Publisher: Elsevier BV
Date: 07-2020
Publisher: Institution of Engineering and Technology (IET)
Date: 22-06-2023
DOI: 10.1049/RPG2.12781
Abstract: The study aims to predict solar energy generation to ensure the successful operation of solar power plants. This objective is crucial in light of the increasing energy demand, global warming concerns, and greenhouse gas emissions. To achieve this, the study employs multiple linear regression and feature selection techniques to calculate energy generation. Additionally, long short‐term memory (LSTM) is used to predict energy generation levels based on climate conditions. Furthermore, the spatial distribution of energy generation is analyzed using inverse distance weighting. The results of the study reveal that temperature, solar radiation, relative humidity, wind speed, wind direction, and vapor pressure deficit are the most significant parameters for predicting energy generation. The LSTM method proves to be highly accurate in predicting fluctuating energy generation patterns. Notably, the southern regions of the study area exhibit a greater potential for energy generation compared to the northern regions. Approximately 30% of the region generates over 1400 kWh, with the southern areas, characterized by hot and dry climates, producing around 1500 kWh, while the northern regions, with cold and humid climates, generate approximately 1100 kWh.
Publisher: Wiley
Date: 26-12-2014
DOI: 10.1111/IJUN.12064
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Wiley
Date: 14-10-2014
DOI: 10.1111/IJUN.12055
Publisher: Wiley
Date: 02-05-2019
DOI: 10.1111/IJUN.12191
Publisher: Informa UK Limited
Date: 24-04-2020
Publisher: Common Ground Research Networks
Date: 2015
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: Australia
No related grants have been discovered for Rob Burton.