Abstract
Big Data arose from the growing use of interconnected computational systems. As the Internet exploded during the 1990s, so, too, did the amounts of data generated, and with these massive new data sets, supported by increasing computation and storage power, came new problems and opportunities. Confronted with so much data, traditional methods for data analysis were no longer sufficiently effective or efficient, and new techniques began to develop to deal with this new, often unstructured data. Because Big Data is relatively new, so, too, is its study. In this new field, there is a wide range of issues to be studied, and many disparate views and divergent approaches. Researchers are just beginning to scratch the surface of the vast areas for research and examination, and each step forward offers many new questions to be answered. The research in this book offers a view into many different questions about Big Data, and how and why it can be used in education and educational research.
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Prodromou, T. (2021). Concluding Comments. In: Prodromou, T. (eds) Big Data in Education: Pedagogy and Research . Policy Implications of Research in Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-76841-6_11
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DOI: https://doi.org/10.1007/978-3-030-76841-6_11
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