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Big Data in Education: Supporting Learners in Their Role as Reflective Practitioners

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Frontiers of Cyberlearning

Part of the book series: Lecture Notes in Educational Technology ((LNET))

Abstract

Recent discussions on the topic of big data in education currently revolve heavily around the potential of learning analytics to increase the efficiency and effectiveness of educational processes and the ability to reduce dropout rates (with focus on prediction and prescription). This chapter refers to the pedagogical perspective to provide learners with appropriate digital tools for self-organization, and enable them to further develop their competences and skills. The normative orientation towards the reflective practitioner in the digital age highlights the necessity to foster reflection on big data approaches in education. For this, a conceptual framework for digital learning support is introduced and illustrated via four case studies. This conceptual framework can be applied in two ways: first, it serves as a heuristic model for identifying and structuring the design questions that must be answered by developers of learning environments. Second, the conceptual framework provides guidance when it comes to generating and detailing relevant research questions that can then be transferred and processed in specific research designs.

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Authors and Affiliations

  1. University of St.Gallen, St.Gallen, Switzerland

    Sabine Seufert & Christoph Meier

Authors
  1. Sabine Seufert
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  2. Christoph Meier
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Corresponding author

Correspondence to Sabine Seufert .

Editor information

Editors and Affiliations

  1. Department of Learning Technologies, University of North Texas, Denton, TX, USA

    J. Michael Spector

  2. School of Computing and Information System, Athabasca University, Athabasca, Canada

    Vivekanandan Kumar

  3. Analytics and R&D, McGraw-Hill Education, Boston, MA, USA

    Alfred Essa

  4. Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan

    Yueh-Min Huang

  5. Open University in the Netherlands, Heerlen, The Netherlands

    Rob Koper

  6. School of Computing, University of Eastern Finland, Joensuu, Finland

    Richard A. W. Tortorella

  7. Smart Learning Institute, Beijing Normal University, Beijing, China

    Ting-Wen Chang

  8. School of Educational Technology, Beijing Normal University, Beijing, China

    Yanyan Li

  9. School of Educational Technology, Beijing Normal University, Beijing, China

    Zhizhen Zhang

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Seufert, S., Meier, C. (2018). Big Data in Education: Supporting Learners in Their Role as Reflective Practitioners. In: Spector, J., et al. Frontiers of Cyberlearning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-0650-1_6

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  • DOI: https://doi.org/10.1007/978-981-13-0650-1_6

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-0649-5

  • Online ISBN: 978-981-13-0650-1

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