Interpreting Evidence-of-Learning: Educational research in the era of big data

摘要: AbstractIn this article, we argue that big data can offer new opportunities and roles for educational researchers. In the traditional model of evidence-gathering interpretation in education, researchers are independent observers, who pre-emptively create instruments measurement, insert these into process specialized times places (a pre-test or post-test, a survey, an interview, focus group). The ‘big data’ approach is to collect through practice-integrated research. If record kept everything happens, then it possible analyze what happened, ex post facto. Data collection embedded. It on-the-fly ever-present. With relevant analysis presentation software, readable form reports, analytics dashboards visualizations. We explore methodological consequences developments research methods.