![]() ![]() At the same time, there arises a privacy concern, as students produce and share an enormous amount of digital data that must be protected. Technologies that support online learning have become outstanding instruments for professors and students to practice collaboration skills. Therefore, the use of modern technology has the potential to help in the matter. Evidence obtained from big data can provide cheaper, more effective, and more politically feasible alternatives for decision-makers, which crucial according to Alexander (2013). Due to the abundance of relevant information available with the help of new technology, researchers can use this kind of data to acquire new options for policy-makers (Means & Anderson, 2013). ![]() One of the possibilities to bridge the gap among research, policy, and practice is to use big data. Although contemporary reality shows a need for updating the standard, better practices are yet to be discovered. While this kind of evidence is costly and slow to get, it is still the most reliable source of evidence (Means & Anderson, 2013). I believe that the evidence relevant for decision-making should be as close to gold standard as possible at the same time, it should be acquired in school settings. In brief, due to an abundance of data one must distinguish between the genuinely useful and evidence-based innovations and seemingly effective. Therefore, they can promote their ideas by selling only the findings that are beneficent for the organization rather than for the policy-makers (Finnigan & Daily, 2013). As there is a considerable gap between the producers and users of the evidence, one must intermediary organizations become “brokers” of research results. It also worth mentioning, that research mediators is another factor that influences educational research and decision-making. Third, the evidence must come from a trustworthy source, as emotional connections can override rational perception and evaluation (Finnigan & Daily, 2013).
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