Understanding the learning context in shaping the relational experience in online Recovery College courses: A qualitative study

Sauvageau, A., Vallarino, M. et Briand, C. (2025). Understanding the learning context in shaping the relational experience in online Recovery College courses: A qualitative study. The Journal of Mental Health Training, Education and Practice, 20 (5). pp. 309-322. ISSN 1755-6228 2042-8707 DOI 10.1108/JMHTEP-04-2025-0041

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Résumé

Abstract

Purpose

In learning context, interaction among learners is a fundamental mechanism of action that contributes to learning, a principle exemplified by Recovery Colleges (RCs). RCs offers universal access to mental health, well-being and recovery courses that focus on the nature of social interactions as a central mechanism of action. During the pandemic, some RCs had to switch from face-to-face to online courses, which made it more difficult to maintain the quality of social interactions between learners and trainers. This study aims to describe the relationships experienced by learners in online Recovery College (RC) courses and to identify the contextual elements that contribute to connectedness among them.

Design/methodology/approach

A qualitative study was conducted using exploratory focus groups and individual interviews with 26 participants. The data were analyzed using an inductive thematic approach. The elements of the learning context that contribute to connectedness among learners have been schematized.

Findings

The first theme that emerged from the analysis concerns the study participants’ relational experiences describing the relationships experienced in the course, the postures they adopted and the benefits they gained. In addition, the elements of the learning context that contribute to connectedness are the climate, the course format, the trainers’ and learners’ influence and the RC principles and values.

Research limitations/implications

The small sample size constrains the diversity of perspectives captured, and thus, the findings should be interpreted with caution. The study may not fully encompass the range of negative or dissatisfying experiences that learners could encounter. The findings may also be influenced by social desirability bias. Finally, this study would have benefited from the involvement of a broader range of collaborators with diverse types of knowledge throughout the research process.

Practical implications

This study provides practical advice for trainers wishing to implement elements that promote connectivity between learners in online course. Key strategies include clearly outlining RC values and principles from the outset, designing activities that promote discussion and consistently modeling inclusive, supportive, authentic behaviors. The trainers have a central role in cultivating a positive and connected online learning environment.

Social implications

Since the pandemic, many training initiatives, such as RC, have changed their operations and transitioned online. While online courses can be convenient, flexible and accessible, they also present several challenges. These findings can benefit any online training initiative related to mental health and recovery. The elements of the learning context that contribute to connectedness among learners.

Originality/value

To the best of the authors’ knowledge, this is the first published study to focus exclusively on the relationships among learners in online RC courses and the contextual elements that influence these relationships.

Type de document:	Article
Mots-clés libres:	Recovery Colleges Online courses Relationships Mechanism of action Connectedness Learning context
Date de dépôt:	08 oct. 2025 13:51
Dernière modification:	08 oct. 2025 13:51
Version du document déposé:	Post-print (version corrigée et acceptée)
URI:	https://depot-e.uqtr.ca/id/eprint/12267

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