Can a Recovery College be implemented online? Multi-perspective case study documenting the process of adapting courses online

Abstract

Abstract Purpose This study aims to document the process of adapting Recovery College (RC) courses into an online format and assess whether online adaptation meets learners’ goals. The study describes the challenges encountered, the strategies deployed and the factors influencing implementation from the perspectives of four interested parties: coordination team, partners advisory committee, trainers and learners. Design/methodology/approach The study adopts a descriptive single-case study design. Several sources of data were collected: focus groups, implementation daybook, meeting minutes, interviews and satisfaction survey. Simple descriptive content analysis was used for all qualitative data, and simple descriptive statistical analyses were used for the online satisfaction survey with learners. Findings The results highlight challenges and strategies for adapting content and facilitation, as well as challenges and strategies for respecting RC key principles. Internal, organizational and technological factors have influenced the implementation. Most learners were satisfied with the courses attended and felt that it met their goals. Three overarching aspects of online implementation are discussed based on findings: training and supporting trainers, facilitation and pedagogical methods and ongoing monitoring and feedback to interested parties. Research limitations/implications Findings encourage further research to determine the extent to which online RC courses align with recommended strategies for reducing digital inequalities and implementing digital health interventions. Originality/value Few studies have focused on implementing RC online. This case study offers insights for organizations pursuing similar initiatives