The purpose of this article is to examine big data
and learning analytics in blended learning environments. It will
examine the nature of these concepts, provide basic definitions,
and identify the benefits and concerns that apply to their
development and implementation. This article draws on concepts
associated with data-driven decision making, which evolved in the
1980s and 1990s, and takes a sober look at big data and analytics.
It does not present them as panaceas for all of the issues and
decisions faced by higher education administrators, but sees them
as part of solutions, although not without significant investments
of time and money to achieve worthwhile benefits