Mid Sweden University

Recent years have seen an increase of distance learning in higher education, particularly accelerated due the COVID-19 pandemic with necessary social distancing measures. The present study concerns a systematic review focused on how educators foster and maintain a sense of community among distance learners in health and allied health disciplines. It uses a theoretical framework of communities of practice, groups united by shared interests, learning, and pursuit enhancement. Allied health students need a supportive environment that fosters resilience and camaraderie, preparing them for the collaborative nature of their profession. For the analysis, thematic content analysis was used on the content of nine relevant studies. This stepwise procedure of content analysis revealed three interconnected themes: instructor presence, collaborative interactions, and the learning environment's impact on students' sense of community. The results highlight the need for community-building in distance learning education and emphasize the importance of collaborative learning in virtual learning platforms to foster allied health student engagement and persistence. This research provides valuable insights for allied health educators seeking to enhance distance learning practices and create a more connected and inclusive learning environment for their students.

This book delves into the intricate landscape of respiratory diseases among older people, shedding light on their biosocial encounters while grappling with chronic breathlessness. While respiratory ailments predominantly afflict older people, often stemming from lifestyle choices like smoking, contemporary factors such as the COVID-19 pandemic and escalating air pollution further exacerbate respiratory health challenges. Rooted in ethnographic research conducted in the UK, the narrative intricately captures the quotidian struggles associated with abnormal breathing—an aspect typically overlooked despite its indispensability to life. Through poignant accounts, the book elucidates the profound transformations engendered by medical diagnoses, delving into their ripple effects on personal relationships and social engagements, while also offering insights into coping mechanisms. Chapters traverse the contours of patient identity, societal perceptions, community healthcare dynamics, advocacy endeavours, and the intrinsic link between health and human rights. Notably, the author delves into the pivotal role of support groups such as Breathe Easy, the empowering realm of ‘self-help’, and the organic formation of communities to address diverse social needs. With its multidisciplinary approach, this book appeals to a broad spectrum of scholars spanning anthropology, sociology, gerontology, and public health, offering a rich tapestry of insights into the intricate interplay between health, society, and individual experiences.

The aim of this article is to compare the cultural-historical events and decisions regarding how to deal with the higher risks of HIV in MSM, and more specifically, gay populations in Sweden and the Netherlands. A narrative literature was used, based on 46 scientific articles and 20 additional semi-scientific resources. The themes of the arrival of HIV and AIDS, blood donations, offender/victim, the balance of risks with respect to the statistical probabilities and the human factor, and finally, prevention were discussed. It is concluded that certain context-specific historical events (the Dutch Bloody Sunday and the Swedish gay sauna ban) and culturally determined processes (trust in others in the Netherlands, and disapproval of casual sex in Sweden) have led to some important differences in how HIV and AIDS and the higher risks for gay men and MSM have been dealt with. In the Netherlands, there is a stronger protective attitude when it comes to the freedom and autonomy of MSM both when it comes to decisions about sexual behavior and to sharing any positive HIV status. In Sweden, on the other hand, there is a stronger tendency to enforce informing others of their HIV status. In both countries, despite efforts to prevent this, HIV has increased stigma for gay men and other MSM.

The human immunodeficiency virus (HIV) emerged as an endemic health crisis in the United States during the early 1980s. Initially labelled a “gay disease” due to its prevalence among gay men, the spread of HIV led to widespread fear and moral panic, as there was limited medical knowledge on preventing its transmission. While HIV is often associated with Sub-Saharan Africa, this article focuses on Sweden, a pioneering nation that became the first to achieve the remarkable Joint UNAIDS/WHO 90-90-90 continuum in addressing the epidemic. However, despite this significant milestone, the punitive legislation and attitudes prevalent in Sweden have had a counterproductive effect on curbing the virus’s spread. Drawing upon a comprehensive triangulation of various data and sources on the evolution of public policy in Sweden, this article argues for the urgent need to reduce stigma surrounding HIV and AIDS. By undertaking further measures to combat stigmatisation, we not only have the potential to prevent the spread of HIV but also significantly enhance the quality of life for individuals living with the virus. An essential step in this journey is to eliminate the legally-enforced mandatory disclosure of one’s HIV status, which would mark a tremendous victory for all those affected. With limited evidence to support the effectiveness of criminalisation and penal laws, no longer being viewed as criminals for non-disclosure would be a monumental achievement, positively transforming the lives of people living with HIV and fostering a more inclusive and supportive society.

Introduction: This preliminary study employs a phenomenological approach toinvestigate the phenomenon of self-regulated learning among higher educationstudents in the United Kingdom. The research seeks to identify both facilitatorsand challenges associated with effective self-regulated learning, shedding lighton the factors that influence students’ ability to manage their own learningprocesses.

Methods: The study used in-depth interviews with students and employedthematic analysis to explore the experiences of self-regulated learning. Throughthis qualitative approach, key themes emerged, including motivation, thelearning process, support systems, planning, and group dynamics.

Results: Noteworthy findings include the significance of clear guidelinesregarding study hours and designated learning environments for students.Themes such as the learning process, planning, and group dynamics werehighlighted as crucial factors in effective self-regulated learning. Additionally,motivation and the role of support systems were found to play essential roles instudents’ learning outcomes.

Discussion: The findings suggest that even students who exhibit autonomousmotivation benefit from additional tools and support mechanisms to enhancetheir self-study practices. Educators are encouraged to integrate activitiesthat foster learning strategies and promote social relationships within studentgroups. The study emphasizes the importance of creating structured learningenvironments and support systems to facilitate effective self-regulated learningfor all students.

This study explores the challenge of building and sustaining a strong sense of community among higher education students engaged in distance learning. The COVID-19 pandemic accelerated the shift toward remote education, making distance learning a vital alternative to traditional classroom instruction. However, this popularity surge has brought forth new obstacles, especially in creating a cohesive student community without physical interaction. Against this backdrop, the study examines the development and endurance of communities in distance learning, emphasising their crucial role in individual and collective academic success. The investigation revolves around communities of practice, groups united by shared interests, learning, and pursuit enhancement. The study utilises a systematic review methodology, employing a “best evidence synthesis” approach to comprehensively assess existing literature. Thematic content analysis is used for data analysis, allowing for an in-depth exploration of materials without a specific theoretical framework. The review includes nine studies, offering diverse perspectives on distance learning practices and experiences across different cultures and educational settings. Three interconnected themes emerge: 1) the importance of instructor presence and engagement; 2) the role of collaborative interactions among students; and 3) the impact of the learning environment on students’ sense of community. These themes underscore the significance of cultivating a strong sense of community through the lens of communities of practice, enriching distance learning education. In a broader context, this thesis amplifies the call for further exploration into strategies for fostering community cohesion in virtual learning platforms. With online learners showing increased engagement and persistence rates, this research highlights the importance of collaborative learning and mutual involvement in creating a sense of belonging and shared purpose. As the educational landscape evolves, these insights provide a framework to advance distance learning practices, creating a more connected and inclusive learning environment.

This study explores the challenge of building and sustaining a strong sense of community among higher education students engaged in distance learning. The COVID-19 pandemic accelerated the shift toward remote education, making distance learning a vital alternative to traditional classroom instruction. However, this popularity surge has brought forth new obstacles, especially in creating a cohesive student community without physical interaction. Against this backdrop, the study examines the development and endurance of communities in distance learning, emphasising their crucial role in individual and collective academic success. The investigation revolves around communities of practice, groups united by shared interests, learning, and pursuit enhancement. The study utilises a systematic review methodology, employing a “best evidence synthesis” approach to comprehensively assess existing literature. Thematic content analysis is used for data analysis, allowing for an in-depth exploration of materials without a specific theoretical framework. The review includes nine studies, offering diverse perspectives on distance learning practices and experiences across different cultures and educational settings. Three interconnected themes emerge: 1) the importance of instructor presence and engagement; 2) the role of collaborative interactions among students; and 3) the impact of the learning environment on students’ sense of community. These themes underscore the significance of cultivating a strong sense of community through the lens of communities of practice, enriching distance learning education. In a broader context, this thesis amplifies the call for further exploration into strategies for fostering community cohesion in virtual learning platforms. With online learners showing increased engagement and persistence rates, this research highlights the importance of collaborative learning and mutual involvement in creating a sense of belonging and shared purpose. As the educational landscape evolves, these insights provide a framework to advance distance learning practices, creating a more connected and inclusive learning environment.

Introduction: Chronic diseases have emerged as the foremost causes of death and disability worldwide. This article employs an ethnographic approach to conduct a gerontological investigation of chronic obstructive pulmonary disease (COPD), the third leading cause of global mortality, trailing only cardiovascular diseases and cancers.

Methods: This study is rooted in an extensive amalgamation of biomedical literature and official epidemiological data. Additionally, it offers enriched insights through an extensive ethnographic research methodology, encompassing ethnographic fieldwork, participant observation, interviews, and focus groups.

Results: The findings expound that individuals grappling with chronic obstructive pulmonary disease often undergo intricate cognitive and emotional experiences, necessitating holistic solutions that consider psychological processes, contextual factors, and subjective age. These challenges extend beyond the purview of a purely medical perspective.

Conclusion: This article concludes that the lens of gerontology is invaluable in comprehending chronic obstructive pulmonary disease, particularly due to its association with old age and increased longevity. Among older individuals, diagnosing the condition presents a formidable challenge. Breathlessness, a cardinal symptom, often overlaps with normal age-related declines in pulmonary function, rendering COPD’s insidious onset misconstrued as a consequence of aging-related changes.

This article examines the learning approaches of students in higher education (HE) and offers valuable implications for educational practices in this context. The study delves into students' self-regulation and engagement with various learning sources, shedding light on how they organise their learning. The findings reveal several important insights. The study highlights that students primarily rely on lectures, literature, selfdirected information-seeking, and peer interactions as key sources for acquiring knowledge. However, it is noteworthy that students tend to give limited attention to teaching techniques and their effectiveness. This emphasises the need to align teaching content with students' prior knowledge and understanding, while also recognising the significance of repetition and active engagement to deepen their comprehension. One significant barrier identified in the study is students' struggle with time management, which often impairs their ability to meet deadlines. To address this issue, teachers are encouraged to prioritise self-monitoring skills and provide explicit guidance on prerequisite knowledge and essential skills. By supporting students in developing effective time management strategies, educators can enhance their overall learning experience. Furthermore, fostering interest, motivation, and self-efficacy through meaningful learning experiences and nurturing strong teacher-student relationships is crucial for increasing student engagement. Creating a positive and supportive learning environment that encourages active participation and collaboration can significantly enhance students' learning outcomes and overall satisfaction. As for future research, it is recommended to broaden the scope beyond WEIRD populations (Western, Educated, Industrialized, Rich, and Democratic) and employ ethnographic approaches to further explore the complex dynamics of student learning. This will provide a more comprehensive understanding of the diverse factors influencing learning behaviours and the effectiveness of the recommended practices in different cultural and educational contexts.

Breathlessness is a condition we all know something about, as it is normal to get out of breath when physically overexerted. However, breathlessness may also be an abnormal manifestation commonly understood, assessed, and defined as the first vital symptom of respiratory disease-such as in asthma, bronchiectasis, chronic obstructive pulmonary disease, or pulmonary fibrosis. This dissertation is based on multi-sited ethnographic fieldwork conducted predominantly amongst support groups for people with respiratory disease in the North of England, and sheds light on how communities are formed around chronic breathlessness. By utilising (and reconceptualising) the postmodern framework of biosociality, this dissertation explores how people living with respiratory disease negotiate and incorporate different kinds of health-related knowledge in their everyday lives-explicitly in support group settings outside of the clinic. People are living longer than ever before according to the World Health Organization, and chronic conditions are now the chief causes of death globally and have surfaced as major causes of disability and functional dependency. More specifically, in the United Kingdom 115,000 people die each year of chronic respiratory disease, which makes it one of the three biggest killer disease areas in the country. These mortality figures have remained stagnant for the past decades. What is more, in the era of neoliberalism respiratory care is individualised. Public health responses now emphasise the responsibility of individuals over collective or institutional responsibility, which is predominantly enforced through self-care and by training (or activating) patients in taking their medications and monitoring their pulmonary performance. By attending to public health responses in neoliberal times where respiratory healthcare regimens are habitually individualised, this dissertation contributes to understandings of biomedical subjectivities. Explicitly, it examines how support groups-as biosocial gatherings-can be understood as technologies for bridging dialogues between subjective and collective bodily experiences of health, illness, and wellbeing.