Educational data collected from learning management systems, digital courseware, and other technology provide ample opportunity to explore associations between academic success and student performance and behavior. But the informativeness and actionability of this data, particularly as it pertains to improving teaching and learning, is widely regarded as poor.
“The case against science is straightforward: much of the scientific literature, perhaps half, may simply be untrue. Afflicted by studies with small sample sizes, tiny effects, invalid exploratory analyses, and flagrant conflicts of interest, together with an obsession for pursuing fashionable trends of dubious importance, science has taken a turn towards darkness.