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

Research output: Contribution to journalArticle

Abstract

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

Original languageEnglish (US)
Pages (from-to)218-239
Number of pages22
JournalOpen Review of Educational Research
Volume2
Issue number1
DOIs
StatePublished - Jan 1 2015

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educational research
learning
evidence
visualization
research method
Educational Research
Education
interpretation
present
interview
education
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Keywords

  • big data
  • data publishing
  • data science
  • educational research
  • research ethics
  • research methodologies

ASJC Scopus subject areas

  • Education
  • History
  • Philosophy

Cite this

Interpreting Evidence-of-Learning : Educational research in the era of big data. / Cope, Bill; Kalantzis, Mary.

In: Open Review of Educational Research, Vol. 2, No. 1, 01.01.2015, p. 218-239.

Research output: Contribution to journalArticle

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