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Understanding the learning context in shaping the relational experience in online Recovery College courses: A qualitative study
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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
Conception, modélisation et caractérisation d’un dispositif de récupération d'énergie piézoélectrique de type MEMS fabriqué par impression 4D
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Processus de l’aide médicale à mourir (AMM) chez la personne âgée en centre d’hébergement et de soins de longue durée (CHSLD) : étude qualitative descriptive de la perception des proches
Get PDFÉtude exploratoire sur les motivations des jeunes ni en emploi ni en formation qui retournent dans des formations professionnelles de courte durée dans un contexte malgache
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Addressing changing healthcare needs: A realist-inspired review of innovative rehabilitation care models
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Rationale/Objectives
Canadian healthcare is facing an aging population, an increasing prevalence of chronic disease and related disability, and rising healthcare costs. Integrating innovative rehabilitation models of care may help bolster health systems by shifting to a longer-term approach to addressing health and wellbeing. However, little is known about how these care models may look and what is needed to ensure their effective operationalization in practice.
Methods
This realist-inspired narrative review explored how, when, and in what circumstances innovative models of care have been successfully implemented and sustained in rehabilitation. The peer-reviewed and grey literature was searched and subsequently screened by title, abstract, and full text. Data extracted from included articles focused on identifying contexts, mechanisms, and outcomes. A numerical analysis of quantitative data and a conventional content analysis of qualitative abstractions was conducted.
Results
Twenty-six documents published between 2014 and 2021 were uncovered predominantly from Australia and Canada. Overall, for new care models to be successfully implemented and sustained, they need to: (1) have clearly articulated goals, (2) have access to short- and long-term funding, (3) align with key legislative changes to optimise buy-in, (4) take a multidisciplinary approach that is supported by management, and (5) include educational and outreach strategies that can be implemented amongst all interested parties.
Conclusions
The heterogeneity of studies and limitations in their reporting precluded the identification of context-mechanism-outcome configurations typically found in realist reviews. Future implementation research should draw on relevant reporting guidelines to report their findings
Limited short-term impact of lemming grazing on vascular plants under experimentally reduced predation in the High Arctic
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Population fluctuations of lemmings in the High Arctic appear to be driven by predator–prey interactions. However, lemming grazing can sometimes have a strong impact on the vegetation during population peaks, suggesting a possible role of plant–herbivore interactions. We use a large-scale experiment where predators were excluded to investigate whether predator reduction could have cascading effects on the vegetation through an increase in lemming densities in the Canadian Arctic. Morphological traits and biomass of Salix arctica and the biomass of Poaceae and Juncaceae were sampled inside and outside lemming exclosures. We detected signs of lemming grazing on the number of buds and catkins of S. arctica at snowmelt, and stem length, stem growth, and number of leaves during the summer but the impact was relatively small. We did not detect an impact of grazing on plant biomass during the summer. We also found limited evidence that the impact of grazing was higher in the predator exclosure even though lemming density increased up to two-fold. Our results suggest that the short-term impact of lemmings on vascular plants is relatively small and that an experimental increase in lemming density did not have a cascading effect on the plants consumed by these herbivores in the Canadian Arctic.
Résumé
Les fluctuations de population de lemmings dans l'Extrême-Arctique semblent être déterminées par les interactions prédateur-proie. Cependant, le broutement des lemmings peut parfois avoir un fort impact sur la végétation lors des pics de population, suggérant un rôle possible des interactions plantes-herbivores. Nous utilisons une expérience à grande échelle où les prédateurs ont été exclus pour déterminer si la réduction des prédateurs pourrait avoir des effets en cascade sur la végétation par le biais d'une augmentation des densités de lemmings dans l'Arctique canadien. Les traits morphologiques et la biomasse de Salix arctica et la biomasse de Poaceae et de Juncaceae ont été échantillonnés à l'intérieur et à l'extérieur d'exclos à lemmings. Nous avons détecté des signes de broutement par les lemmings sur le nombre de bourgeons et de chatons de S. arctica à la fonte des neiges, et sur la longueur de la tige, la croissance de la tige et le nombre de feuilles pendant l'été, mais l'impact était relativement faible. Nous n'avons pas détecté d'impact du broutement sur la biomasse végétale pendant l'été. Nous avons également trouvé peu d’évidence que l'impact du broutement était plus élevé dans l'exclos à prédateurs même si la densité de lemmings a augmenté jusqu'à deux fois. Nos résultats suggèrent que l'impact à court terme des lemmings sur les plantes vasculaires est relativement faible et qu'une augmentation expérimentale de la densité de lemmings n'a pas eu d'effet en cascade sur les plantes consommées par ces herbivores dans l'Arctique canadien. [Ceci est une traduction fournie par l'auteur du résumé en anglais.
Integrating Sustainable Performance into the Digital Maturity Models for SMEs in Manufacturing
Get PDFThis research paper investigates the integration of sustainable performance metrics into digital maturity models specifically tailored for small and medium-sized manufacturing enterprises (SMMEs), which represent a significant pillar of the Canadian economy. Despite their economic importance, SMMEs face increasing challenges in adopting digital technologies while ensuring sustainable performance. However, traditional digital maturity models often fail to capture the economic, social, and environmental impacts of digital transformation, creating a gap in assessing sustainability within this transition. This study aims to bridge this gap by proposing a framework that integrates sustainable performance indicators into existing digital maturity models. Through a systematic literature review, this study categorises indicators into three main dimensions—economic, social, and environmental—addressing aspects such as resource efficiency, employee well-being, and ecological impact. The proposed framework enables SMMEs to evaluate both their digital maturity and its impact on sustainable performance dimensions. By aligning these metrics with digital maturity assessment, this framework enhances decision-making for SMEs aiming to balance technological adoption with sustainability goals. Furthermore, the study consolidates key performance indicators relevant to SMMEs, providing a structured approach to assess the intersection of digital maturity and sustainability. The results emphasise the importance of incorporating sustainability dimensions into digital transformation strategies, offering SMMEs a structured framework to better access the relationship between digital maturity and sustainable performance while maintaining competitiveness in the digital economy
Philosophical analysis of the Recovery College learning model: Characterization and connections to learning theories
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Introduction
The Recovery College (RC) model of learning is an innovative approach that originated in the UK in 2009 and has rapidly expanded, boasting over 130 locations in 22 countries by 2021. Grounded in the coproduction and recognition of various types of knowledge (clinical, experiential, theoretical), it fosters mental health, well-being, and social inclusion by bringing together diverse participants to learn collaboratively. However, despite its originality, few in-depth studies have examined its theoretical foundations, particularly its connection to social constructivism, which emphasizes collaborative learning and social interaction. A theoretical and philosophical analysis of this learning model would enhance our understanding of its mechanisms of action and enrich the pedagogical practices of RCs while considering adaptations for other contexts.
Objectives
This study aims to define and characterize the Recovery College learning model and identify its connections with the key learning theories through a theoretical and philosophical analysis.
Methodology
The study employs a hermeneutic philosophical approach consisting of six steps: 1. define and characterize the RC learning model, 2. identify, define, and describe the key learning theories, 3. select the perspectives and questions for philosophical analysis, 4. analyze the RC learning model through the chosen philosophical perspectives and questions, 5. identify the philosophical connections with the key learning theories, and 6. validate the analysis process.
Results
The analysis identified five mechanisms of action, nine key principles of RC and four operations. RC integrates important concepts from social constructivism, cognitive constructivism, andragogy, and transformative learning, emphasizing collaborative, experiential, autonomous, and context-driven knowledge development. Philosophical analyses from epistemological, ethical, and political perspectives highlight RC’s role in addressing epistemic justice, power relations, and inclusive learning spaces.
Discussion
The Recovery College proposes an innovative approach that values the plurality of knowledge (clinical, experiential, theoretical) to redress epistemic injustices and rebalance relationships among different types of knowledge. Creating safe and egalitarian epistemic spaces supports inclusive learning aligned with principles of equity, diversity, and inclusion. Its ethico-political stance addresses systems of oppression (ableism, ageism, sanism) by bringing together diverse individuals in equality, thereby deconstructing stigma and prejudice. This approach, rooted in collaborative learning theories, transforms individuals and systems while enriching educational practices