Utilizing Big Data to Create Educational Information Systems

Ratree Loedwathong; Pacharawit  Chansirisira

doi:10.60027/jelr.2024.743

Authors

Ratree Loedwathong Nong Sang Wittayayon School Under the Chaiyaphum Provincial Administrative Organization https://orcid.org/0000-0001-6062-4980
Pacharawit Chansirisira Faculty of Education, Mahasarakham University, Mahasarakham, Thailand, https://orcid.org/0009-0007-2561-8316

DOI:

https://doi.org/10.60027/jelr.2024.743

Keywords:

Utilizing,, Big Data, , Educational Information Systems

Abstract

Background and Aims: Using big data to create educational information systems is critical for customizing learning experiences for individual students while also improving overall educational outcomes. Using data-driven insights, educators and administrators can make informed decisions to improve teaching strategies, predict student performance, and streamline operations, resulting in a more effective and personalized educational experience. The purpose of this paper is to investigate the use of Big Data to create Educational Information Systems.

Methodology: The methodology calls for the use of a variety of data sources, including academic journals and case studies, as well as a structured literature review protocol to ensure comprehensive coverage. Data is collected and analyzed thematically to identify key trends, applications, and challenges in big data utilization in education, resulting in a comprehensive overview of its impact.

Results: The study discovered that the review emphasizes big data's transformative potential in educational information systems, specifically its ability to improve personalized learning, predictive analytics, curriculum development, and administrative efficiency. Successful implementations, such as those at Georgia State University and Purdue University, highlight the significant benefits of using big data while emphasizing the importance of addressing ethical and privacy concerns. The future of big data in education promises even greater advances thanks to technologies like AI and real-time analytics, but it also necessitates ongoing research into ethical frameworks and their impact on educational equity. Balancing innovation with privacy and ethical concerns will be critical as educational institutions, administrators, and policymakers navigate these changes, allowing big data to reach its full potential while maintaining equitable and effective educational practices.

Conclusion: The article emphasizes big data's potential to transform educational systems through personalized learning, predictive analytics, curriculum development, and administrative efficiency. Moving forward, it is critical to strike a balance between technological advancements and ethical and privacy concerns to ensure that big data innovations are used effectively and fairly in education.

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