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Companies in all sectors have at least 100 terabytes of stored data in the United States; many have more than 1 petabyte [14]  

Companies in all sectors have at least 100 terabytes of stored data in the United States; many have more than 1 petabyte [14]  

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This paper is a study on the use of Big Data in Education. Analyzed how the Big Data and Open Data technology can actually involve to education. Furthermore how big mounts of unused data can benefit and improve education. Providing some new tools and methods bypassing the traditional difficulties and open a new way of education.

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... 2.3 Adoption of Big Data Big data, as defined by Drigas and Leliopoulos (2014), is defined as the expansion of mobile networks, cloud computing, and enormous volumes of data, with a focus on bigger scaled datasets with high speed and diverse patterns that are beyond the control of traditional data management. Sigman et al. (2014) characterize it as having two characteristics: 1) huge amounts of data in a real-time stream; and 2) varied degrees of data structure, ranging from personal information to social networking resources. ...
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... Digital and data literacy are important issues in the development of 21st-century learning skills, which are essential to interact with a digital society that entails the generation of huge amounts of data daily Drigas and Leliopoulos (2014) and Heinemann et al. (2018). Thus, it becomes crucial to equip the younger generation with skills so they can interact with data to understand environmental, statistical, and geographical issues relevant to their surroundings. ...
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... This is in agreement with Christos, Vasilis, & Nabil, (2016) that recently, big data and Analytics together have shown promise in promoting different actions in higher education. Also, Athanasios & Panagiotis, (2014) is of the opinion that Big Data has the future to change not just research, but also education. ...
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... They are applied in education to predict performance, prevent drop out, segment groups, adapt curricula to specifi c needs, etc. (Sin and Muthu, 2015). LA is a key dimension of BD strategies (Ben Kei, 2017, p. 22), which would allow better management and matching of programs' curricula to students' needs (Drigas and Leliopoulos, 2014). Analyses of learning transactions can be used as a critical instrument for creating opportunities of curriculum improvement, teacher-student interaction, learner personal refl ection, and program quality assessments that provide useful insights for managing an education institution. ...
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