01310nas a2200229   4500000000100000000000100001008004100002260001200043653001900055653001400074653001300088653001300101653001300114653002300127100002100150245009200171856009800263300001000361490000600371520068900377022001401066       2014                            d  c09/201410aDecision-level10aEducation10aLearning10aBig Data10aPlanning10aLearning Analytics1 aAnthony Picciano00aBig Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns  uhttp://www.ijimai.org/JOURNAL/sites/default/files/files/2014/09/ijimai20142_7_5_pdf_15146.pdf  a35-430 v23 aThe 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.  a1989-1660