Integrating Industry 4.0 in higher education using challenge-based learning: An intervention in Operations Management

This is a set of files concerning students' comments on a CBL intervention.
The data analysis process was based on a six-phase thematic analysis approach (Braun and Clarke, 2006) using NVivo software. The analysis involved an iterative process of coding, categorization of codes into overarching themes, and naming of final codes and themes.
The results identified a range of themes and codes regarding how students experienced CBL. Overall, some similarity exists among the experiences reported by different teams. Using a six-phase thematic analysis (Braun and Clarke, 2006) and NVivo software, we identified four main themes that relate to 1) ‘The challenge’, 2) ‘Teamwork’, 3) ‘Feelings’ and 4) ‘Challenge-based learning’.

本数据集包含关于学生对 CBL (协作式学习) 干预措施评论的一组文件。数据分析方法基于 Braun 和 Clarke (2006) 提出的六阶段主题分析范式，采用 NVivo 软件进行操作。分析过程涉及编码、将编码归类为涵盖主题，以及命名最终编码和主题的迭代过程。研究结果表明，学生体验 CBL 的主题和编码呈现出多样化的特征。总体而言，不同团队报告的体验存在一定的相似性。通过应用六阶段主题分析 (Braun and Clarke, 2006) 及 NVivo 软件，我们确定了与以下四个主要主题相关的发现：1) ‘挑战’，2) ‘团队合作’，3) ‘情感体验’以及4) ‘基于挑战的学习’。