The engagement of mature distance students

An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.     

Citation Behavior of Aerospace Engineering Faculty

Citation analyses provide valuable insights into the usage of library collections and assist in collection management decision-making; however, there are few engineering citation analyses of faculty publications. This study addresses that gap through an analysis of 3488 citations from aerospace engineering faculty publications by source, format, age, and subject. Local holdings were assessed based on the 80/20 rule and journal titles ranked. In addition to supporting citation patterns identified in previous citation analyses, this study revealed some novel relationships involving formats and subjects. The results of this study have implications for collection management.     

A combined insulin reduction and carbohydrate feeding strategy 30 min before running best preserves blood glucose concentration after exercise through improved fuel oxidation in type 1 diabetes mellitus

In this study, we examined the glycaemic and fuel oxidation responses to alterations in the timing of a low glycaemic index carbohydrate and 75% reduced insulin dose, prior to running, in type 1 diabetes individuals. After carbohydrate (75 g isomaltulose) and insulin administration, the seven participants rested for 30 min, 60 min, 90 min or 120 min (conditions 30MIN, 60MIN, 90MIN, and 120MIN, respectively) before completing 45 min of running at 70% peak oxygen uptake. Carbohydrate and lipid oxidation rates were monitored during exercise and blood glucose and insulin were measured before and for 3 h after exercise. Data were analysed using repeated-measures analysis of variance. Pre-exercise blood glucose concentrations were lower for 30MIN compared with 120MIN (P < 0.05), but insulin concentrations were similar. Exercising carbohydrate and lipid oxidation rates were lower and greater, respectively, for 30MIN compared with 120MIN (P < 0.05). The drop in blood glucose during exercise was less for 30MIN (3.7 mmol · l(-1), s(x) = 0.4) compared with 120MIN (6.4 mmol · l(-1), s(x) = 0.3) (P = 0.02). For 60 min post-exercise, blood glucose concentrations were higher for 30MIN compared with 120MIN (P < 0.05). There were no cases of hypoglycaemia in the 30MIN condition, one case in the 60MIN condition, two in the 90MIN condition, and five in the 120MIN condition. In conclusion, a low glycaemic index carbohydrate and reduced insulin dose administered 30 min before running improves pre- and post-exercise blood glucose responses in type 1 diabetes.     

Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed.