Potential Abstract: As educational data mining (EDM) programs become increasingly prevalent in educational settings, the need for comprehensive research methods that address the complexities and controversies surrounding data collection and analysis is more pressing than ever. This study proposes a novel research method that draws on pragmatist philosophies to navigate the contested terrain of EDM programs. By integrating pragmatic principles of flexibility, provisional nature of knowledge, and focus on practical outcomes, the research method aims to provide a more nuanced understanding of how data mining initiatives impact teaching and learning practices. Through a mixed-methods approach combining qualitative and quantitative data collection techniques, this study seeks to capture the multifaceted nature of EDM implementations in real-world educational contexts. By engaging with diverse stakeholders including teachers, administrators, and students, the research method aims to uncover the underlying assumptions and values that shape the design and implementation of EDM programs. This approach seeks to move beyond the traditional positivist paradigms that often overlook the contextual nuances and ethical implications of data mining initiatives in education. Ultimately, this research contributes to ongoing debates surrounding the role of data analytics in shaping educational policy and practice, highlighting the importance of adopting a pragmatic lens to critically examine the impact of EDM programs on teaching and learning outcomes.
Potential References:
- The social life of learning analytics: Cluster analysis and the ‘performance’of algorithmic education
- The datafication of higher education: Discussing the promises and problems
- Intelligent policy making for a complex world: pragmatism, evidence and learning
- Argumentation mining in user-generated web discourse
- SMILI☺: A framework for interfaces to learning data in open learner models, learning analytics and related fields
