Strategies for Improving Data Literacy of University Teachers in The Era of Big Data

Abstract

In today's era of rapid development of big data, coupled with the risk of epidemics faced, the education industry is facing great challenges. The rational use of big data combined with the Internet for online teaching has become a mainstream teaching method. Not only is the use of online education platforms such as MOOC and Ding Talk Learning Platform widely carried out, but new online education methods such as online virtual teaching and research rooms have also been spawned. This paper discusses the new teaching model in the context of big data, and explores in depth the improvement of teachers' data literacy, and finally summarizes and outlooks in the context of the current situation.

Research on the Lifting Path of Data Literacy Ability of Applied University Teachers under the Perspective of Organizational Learning

“…According to Liu et al [3], teachers' data literacy is a comprehensive ability embodied in teachers' exposure to educational data, which contains four aspects: data awareness and attitude, basic knowledge of data, core skills of data, and data thinking methods. According to Xu et al [4], teacher data literacy refers to the ability of teachers to collect, analyze, and interpret various types of data to transform the information into actionable pedagogical knowledge and practice, to improve students' learning habits.…”

“…Li and Zhao [10] constructed a data literacy evaluation index set for teachers, including four first-level indicators of data knowledge, data skills, teaching application, and awareness ethics. Liu et al [3] argued that teachers' data literacy competence can be constructed from four aspects: the thinking method layer, the core skills layer, the basic knowledge layer, and the awareness and attitude layer. Ma and Sun [11] believed that teachers' data lite-racy competence contains data awareness, data knowledge, data application skills, data thinking, and data ethics.…”