An Approachable Analytical Study on Big Educational Data Mining

The Efficacy of Self-Regulated Learning and Social Media in Higher Education

“…We therefore, surmise a bridging point between the social context of learning to that of active learning which the learner applies in a SRL environment. Several challenges that are faced by learning analysts share similarities with researchers in the domain of data mining [73][74][75][76][77][78][79][80].…”

Big and open linked data analytics: a study on changing roles and skills in the higher educational process

“…Miller 2014reported that every profession, whether business or technical, will be impacted by big data and analytics. The educational process, which nowadays mostly relies on web and computer-based education, is producing vast amounts of data about activities of involved stakeholders (Aghabozorgi et al, 2014;Coccoli et al, 2017;Zheng et al, 2014). These big educational data are characterized by the increasing volume, variety, and velocity of data streams and variability, veracity, and value of them (Demchenko et al, 2014;Pecori, 2018;Picciano, 2012).…”

“…Other uses involve administrative applications such as recruitment and admissions processing, registrar activities, financial planning or donor tracking (Picciano, 2012), the individualization and personalization of the learning experience (Aguilar, 2018;Cen et al, 2015;Chatti et al, 2017;Gkontzis et al, 2019). Aghabozorgi et al (2014) distinguishes between educational data analytics and learning analytics dealing with predictive models in educational systems. Insights into improving learners' skills through the use of big data analytics tools were discussed by Sedkaoui (2018).…”

“…Thus, BOLED analytics can add value to teaching and learning practices by providing greater insights into the learning processes, identify the impact of various learning strategies, improve learners' experience, provide more effective evidence-based decision making and collaborative educational environment (Aguilar, 2018;Cen et al, 2015;Coccoli et al, 2017;Fernández et al, 2014;Jena, 2019;Klašnja-Milićević et al, 2017;Macfadyen et al, 2014;Picciano, 2012). In addition, observing the way learners perform in the e-learning systems helps to assess the efficiency of these systems and improve instructional materials (Aghabozorgi et al, 2014;Cen et al, 2015;Fernández et al, 2014;Marjanovic et al, 2014;Zheng et al, 2014). The deployment of big data practices is also intended to accelerate the governing by numbers, i.e.…”

“…The whole education sector is facing increasing amounts of data available, but lack to utilize such opportunities for working with them (Cervone, 2016;Huda et al, 2017;Máchová, Komárková, & Lněnička, 2016;Picciano, 2012;Vieira, Parsons, & Byrd, 2018). New tools and techniques for storing, managing, processing, analysing, visualization, and sharing of these data fast and easily are available for everyone (Aghabozorgi, Mahroeian, Dutt, Wah, & Herawan, 2014;Khriyenko & Khriyenko, 2013;Klašnja-Milićević, Ivanović, & Budimac, 2017). This process is called data analytics and refers to the analysis of information from a particular domain (Zadeh, Schiller, Duffy, & Williams, 2018).…”