Category 1: Strengths |
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Theme 1: Online learning modality |
Codes: |
 New, pleasant, and beneficial learning experience that encouraged future participation in online modalities |
 Learning objectives and expectations of courses were met through the online learning modality |
 Allowed for better time-management, planning, and organization |
 Flexibility with timing offered allows the diversification of learners from different organizations and different countries |
 Reliable and credible information is provided in a time-efficient manner, along with proper guidance and support from instructors |
 Facilitated accessibility to courses at one’s own convenience |
 A reference of information that can be referred to any point |
 Self-paced learning allows for enhancement of learning process and uptake of information |
 Allowed course content to be comprehensive and inclusive |
 Online platform design was user friendly, well-organized, and easy to navigate |
 Variation in presenting information was positively perceived and facilitated comprehension of information |
 No hindrance of communication with professors as they were available and responsive via email |
 Convenient for those who are not comfortable in a class setting |
 Decreased gender-bias and increased acceptance in work setting |
Theme 2: Significance of diploma |
Codes: |
 The availability of a diploma in the humanitarian field that is very much in demand and interest, was perceived to be unique, and not easily available, especially in the middle east setting |
 Diploma from a reputable institution, such as AUB, was regarded as a major added value to the CV |
Theme 3: Course content |
Codes: |
 Course objectives were clearly stated and matched its content |
 Course was well structured and delivered in a detailed manner. The provision of details allowed learner to respond to workplace needs |
 Diploma is complementary, beneficial, and covers all the information needed in the humanitarian work setting |
 Content was considered to be novel despite previously attending several trainings in the humanitarian field |
 Increased engagement due to originality of content allowed for acquisition of information directly from an expert in the field |
 Assignments were suitable, fostered greater understanding, and were applicable in the work setting |
Theme 4: Instructors |
Codes: |
 Instructors were knowledgeable, cooperative, supportive, and met high professional standards |
 Instructors seemed eager to convey knowledge and personal experience in a simple and effective manner |
 Enhancement of abilities due to instructor’s superior knowledge and experience in the humanitarian work |
 Instructors provided constructive feedback in a timely manner |
 Having a variety of specialized facilitators was positively perceived |
Theme 5: Translation of learning into performance |
Codes: |
 Significant attainment, enhancement, and clarification of previously established knowledge and skills, particularly those that are applicable in areas of conflict |
 Enhancement of knowledge and skills translated into improved work performance and expansion of scope work |
 Development of skills that allowed learner to become an independent learner |
Increased understanding of organizational work and coworker’s duties in the humanitarian field allowed for effective engagement and coordination with work peers |
 Improved self-evaluation through setting indicators to monitor work performance |
 Learner became more systematic in his/her approach to work, as he/she understands the aspects and processes of humanitarian work better |
 Increased capacity and output in terms of carrying out online sessions to other learners |
Increased initiative to be involved in humanitarian projects and reported positive feedback from learner’s co-workers |
 Introduction of new methods to carry out work-related tasks; such as material/templates provided by the course |
 Implementation of policy changes and involvement in strategic planning on the organizational and national level |
Theme 6: Personal development |
Codes: |
 Increased familiarity with overall concept of the humanitarian field increased capability and readiness to work on humanitarian projects |
 Enhanced knowledge allowed for career and personal advancement in the humanitarian field |
 Learner encouraged to complete more diplomas that certify his/her expertise in the humanitarian field and to seek out more educational opportunities |
 Online learning modality allowed for continuity of education especially in regions of instability or in times of a global pandemic |
 Learner considers his/her input to be more valuable and considers himself/herself to be an asset |
 Increased self-confidence as a result of the proper guidance that ensured conveyance of accurate information |
 Increased perceived self-efficacy in carrying out job-related tasks |
Category 2: Barriers and challenges |
Theme 1: Barriers to applying changes in behavior and performance |
Codes: |
 Limited ability to learn new skills due to lack of practice |
 Inability to change work performance or practice due to time constraints, COVID situation, and restrictions by scope of work |
 Inability to initiate major changes in policies due to time constraints, employment status, and COVID situation |
 Inability to implement new strategic plans as this is beyond some of the learners’ capacity, expertise, and scope of work, and due to preexisting functional policies |
Theme 2: Engagement and interaction |
Codes: |
 Doesn’t allow for proper engagement and interaction with peers and professors |
 Diploma lacked an important aspect which is the exchange of experience and knowledge with people from different backgrounds |
 Learning process was hindered due to minimal engagement; especially with courses that are not theoretical and require practice |
 Doesn’t allow for proper engagement and interaction with peers and professors |
Theme 3: Pedagogical approach |
Codes: |
 Diploma didn’t sustain same quality level, as standard decreased gradually |
 Negative feedback on excessive delivery of theoretical rather than practical information |
Presence of information that was considered basic and insufficient for those with previous experience |
 Negative feedback on time allocated for some courses as some could have been presented in a more concise manner, while others needed additional time to be covered |
Redundancy and overlap of some information |
 Interactive blocks included an overload of information |
 Suspected incoherence between course content and some assignment questions, and across some courses |
 Lack of clarity on some assignment questions |
 Concerns over exams’ lengths considering the unstable internet connection and the learners’ personal preoccupations |
 Administration of quizzes at the end of the course; rather than during, hindered proper self-evaluation |
 Evaluation through MCQs, rather than written, was considered to be inefficacious |
 Limited feedback or corrections for some exams and assignments |