From goal selection to goal attainment: Differences across learner groups in a Recovery College

Objective: This study examined how pre-selected learning goals and their perceived attainment varied across learner groups in an online Recovery College. Methods: This pre-experimental study used a pretest–posttest design involving 378 participants who completed an in-house questionnaire documenting their pre-selected learning goals at baseline (T0) and their perceived goal attainment at follow-up (T1). Chi-square tests with Bonferroni corrections (α = 0.0031) were used to compare goal selection and attainment across five learner groups. Results: At T0, the most frequently pre-selected learning goals were acquiring tools (98%), broadening one’s perspective (96.6%), acquiring knowledge (94.6%), exchanging with people from different backgrounds (93.3%) and improving and changing the way I interact (91.2%). At T1, perceived goal attainment was highest for exchanging with people from different backgrounds (86.2%), broadening one’s perspective (85.2%), being moved by testimonies (77.5%), acquiring knowledge (77.2%) and acquiring tools (75.2%). Lower attainment was reported for goals related to stress management (45.3%), rediscovering motivation or meaning (38.3%) and connecting with others (35.2%). Significant between-group differences emerged for three baseline learning goals – pursuing personal development, sharing knowledge or experience and connecting with others (all p < 0.001) – whereas no significant differences were found in perceived goal attainment across learner groups at T1. Conclusion: This study is the first to examine learning goal selection and perceived goal attainment in an online Recovery College course with diverse learners. Results show that the inclusive co-learning structure supports consistent goal attainment and highlights its potential to provide accessible and flexible mental health education.