A survey on big data-enabled innovative online education systems during the COVID-19 pandemic

Cui, Yuhuan et al. Article A survey on big data-enabled innovative online education systems during the COVID-19 pandemic Journal of Innovation & Knowledge (JIK) Provided in Cooperation with: Elsevier Suggested Citation: Cui, Yuhuan et al. (2023) : A survey on big data-enabled innovative online education systems during the COVID-19 pandemic, Journal of Innovation & Knowledge (JIK), ISSN 2444-569X, Elsevier, Amsterdam, Vol. 8, Iss. 1, pp. 1-18, https://doi.org/10.1016/j.jik.2022.100295 This Version is available at: https://hdl.handle.net/10419/327207 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ A survey on big data-enabled innovative online education systems during the COVID-19 pandemic Yuhuan Cui a,b , Zezhong Ma a,c,d , Liya Wang a,c, *, Aimin Yang a,b,c,d, *, Qiumei Liu a,c , Shanshan Kong a,b , Huifang Wang a,c a College of Science, North China University of Science and Technology, Tangshan, Hebei, China b Ministry of Education University Mathematics Course Group Virtual Teaching and Research Office, North China University of Science and Technology, Tangshan, Hebei, China c Hebei Key Laboratory of Data Science and Application, North China University of Science and Technology, Tangshan, Hebei, China d Hebei Engineering Research Center for the Intelligentization of Iron Ore Optimization and Ironmaking Raw Materials Preparation Processes, North China University of Science and Technology, Tangshan, Hebei, China ARTICLE INFO Article History: Received 12 June 2022 Accepted 28 December 2022 Available online 30 December 2022 ABSTRACT With the spread of COVID-19 around the world, the education industry faces enormous challenges. Some colleges and universities have launched online teaching. Comprehensive online teaching and student health checkups help students complete the set teaching content and return to school as soon as possible. With the development of big data, combined with the epidemic risk we are facing, the rational use of big data and the internet for innovative online education has become a mainstream teaching method. Colleges and universities are not yet familiar with the development prospects and future of online education. Through the research of this paper, we can understand the combination of online education and the development of big data and promote its application in colleges and universities. Not only have innovative online education platforms such as MOOC and DingTalk been widely used, but innovative online education methods such as virtual classrooms also have been created. Based on the current epidemic background, this paper analyzes the development of online education, introduces the impact of the combination of online education and big data, and introduces innovative online education technologies and their effects. It helps online education under the influence of the new coronavirus epidemic, operating big data technology to analyze the current prospects and development of online education, showing the combination of big data technology and online education through the analysis of big data technology, and ending with more expectations on other aspects of the use of big data, which affects the online education industry as well as other industries. Finally, we summarize the combination of big data and innovative online education since the emergence of COVID-19 and introduce the concepts and methods of combining online education and big data technology in detail. The online education platform also makes a reasonable introduction. The thesis can be used to understand the problems and challenges faced by innovative online education in the context of the new coronavirus epidemic and look forward to the future on this basis. © 2022 The Authors. Published by Elsevier España, S.L.U. on behalf of Journal of Innovation & Knowledge. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Keywords: COVID-19 Big data Innovative online education platform Introduction From the end of 2019 to the present, coronavirus disease 2019 (COVID-19) broke out worldwide. Due to the highly contagious nature of COVID-19, the rapid outbreak in a short period of time has disrupted the working, living and learning conditions of people around the world. To ensure the privacy protection of COVID-19 patients, lightweight and robust IoT-based secure key establishment protocols have been established accordingly (Masud et al., 2020a). As the epidemic continues to spread, people in some countries and regions must strictly abide by "home isolation" measures to block the spread of the virus, which not only affects the resumption of work and production but also deeply affects the resumption of school (Williams-Buffonge et al., 2021;Bahanshal & Khan, 2021). For schools, students eventually need to return to campus. The impact of the epidemic cannot be the reason for the stagnation of the original teaching content. Instead, it is the pressure and motivation for the school and staff to exhaust their methods to make a difference. Therefore, in the * Corresponding authors at: College of Science, North China University of Science and Technology, Tangshan, Hebei, China. E-mail addresses: [email protected] (L. Wang), [email protected] (A. Yang). https://doi.org/10.1016/j.jik.2022.100295 2444-569X/© 2022 The Authors. Published by Elsevier España, S.L.U. on behalf of Journal of Innovation & Knowledge. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Journal of Innovation & Knowledge 8 (2023) 100295 Journal of Innovation &Knowledge https://www.journals.elsevier.com/journal-of-innovation-and-knowledge context of COVID-19, big data also has made a difference in the field of education. After the education industry has shifted from traditional education to online education, it has been further combined with big data and built a data warehouse to generate new innovative online education, which has brought much convenience to students’learning and teachers’teaching work (Onyebuchi A & Matthew U O & Kazaure J S, 2022). Machines can efficiently learn comprehensive health causal knowledge and relations among diseases, symptoms, and other facts (Yu Hong Qing & Stephan Reiff-Marganiec, 2022). Approximately 1.4 billion learners in nearly 162 countries are faced with the dilemma of being unable to go to school for classroom learning (Selviyanti E & Sardjono W & Mukhlis M, 2021). At the same time, many schools have replaced daily classroom education with innovative online education. During the epidemic, the use of innovative online education platforms combined with big data has become mainstream. The innovative online education industry in the United States developed early. At present, there are not only many institutions with innovative online education, but student engagement is also relatively high. It can be said that these education models have already swept the American education industry. When China’s innovative online education industry ushered in an inflection point in its development in 2012, almost all top universities in the United States set up online training and learning platforms in the same year. A comprehensive online free course has been established, and a national system of innovative online education has been established (Makrakis V & Kostoulas-Makrakis N, 2021) to apply more educational resources to the application of education teaching, combined with big data and artificial intelligence technology. The literature (Zhao J, Li Q., 2022) now offers a detailed introduction to the integration of big data and artificial intelligence in online education. At the same time as the outbreak of COVID-19, with the widespread application of innovative online education combined with big data, various countries also have promulgated relevant laws and regulations to supervise innovative online education and improve various aspects of traditional online education. Unlike China, in the United States, different states have different educational cultures and legal stripes, so different states have different rules on distance education. “E-Learning Days: Sketching Policies and Guidance Plans”shows that 12 states in the United States have their own online learning policies, and only four states have launched online learning days (Fenny A & Crentsil A & Anyamesem D, 2020). In addition, the methods adopted by different states and counties also are different. For example, states such as New Hampshire and Florida adopt a hierarchical and staged innovative online education method for students. In South Carolina, 3000 buses with mobile Wi-Fi hotspots are being deployed to help children in remote areas learn online. To regulate U.S. primary and secondary education in the context of the epidemic, the U.S. federal government officially passed the "COVID-19 Aid, Relief and Economic Security Act" on March 27. The main purpose of the act is to implement subsidies for catering to students’education. In addition, on April 1, 2020, the U.S. Federal Bureau of Education drafted a guidance bill on distance education for college students, the "Distance Education and Innovation Rules", through which to provide guidance on innovative online education. For example, when COVID-19 hit in 2019, China promulgated the "Implementation Opinions on Regulating Off-Campus Online Training". This normative document addressed issues of public concern, such as teaching content, institutional fees, teacher qualifications, business practices, and information security. At the same time, the Chinese Ministry of Education took the lead in establishing a daily inspection and random inspection system, built a national off-campus online training management service platform, and established a black and white list of applications, which effectively responded to the negative impact of innovative online education and promoted innovative online education in China. In July 2020, the "Opinions on Supporting the Healthy Development of New Business Forms and New Models" were jointly issued by 13 departments, including the National Development and Reform Commission. The Opinions proposed to vigorously develop integrated innovative online education, build a normalized and integrated development mechanism for online and offline education to form a positive interaction pattern, encourage increased investment and teacher training for pilot classroom teaching based on an online intelligent environment, and deepen the popularization of “three classrooms”applications. COVID-19 has caused hundreds of millions of teachers and students to embark on a road of online teaching that is completely divorced from the real classroom, which also has brought opportunities for China’s innovative online education to develop rapidly. According to data released by the “iiMedia Research”institution, the innovative online education market in 2019 exceeded 400 billion U.S. dollars, and the epidemic has further accelerated market education. It is estimated that by 2025, China’s innovative online education market will reach 800 billion U.S. dollars, with a compounded average growth rate of 11.4% (Cheeti S et al., 2021;Kopcha T J & Asino T & Giacumo L A, 2021). During the prevention and control of COVID-19, innovative online education has developed rapidly, and many new online learning methods have emerged. Big data across time and space provide a feasible solution for the development of virtual online teaching. Under the background of COVID-19, large-scale online teaching is a typical application and prominent manifestation of online internet teaching. Online teaching combined with big data technology has become the main form of schoolteaching during the epidemic. In the context of COVID-19, we have discussed innovative online education developed by the combination of big data technology and online education. In the context of the new coronavirus epidemic, this article combines big data with online education to illustrate the role of big data in promoting online education and explains it in detail. This paper makes several contributions, as follows: (a) This paper describes the development process of big data in detail. The main purpose of this paper is to express the development and prospects of online education and big data in the development of the epidemic; (b) The development of the new coronavirus epidemic has had an impact on online education. The promotion, influence, impact and development of big data analysis on online education together make people realize what role and influence online education and big data have in the development of the epidemic; (c) This article introduces how to use online education methods and online education platforms. Through these methods and platforms, the online education process of colleges and universities during the epidemic is completed. At the same time, online education faces difficulties and problems, and this paper explores how to solve these problems; (d) More applications of big data in online education in the future also are introduced. More application scenarios also are introduced in detail. This paper is different from the introduction of online education in the context of COVID-19, which differentiates it from other papers. At the same time, it combines the promotion effect of big data technology on online education during COVID-19. In this article, Section I introduces the difficulties faced by the education industry since the new coronavirus epidemic, promulgated decrees and measures taken. Section II introduces the development process of big data and the innovative online education formed by the combination of big data and the education industry. Section III mainly compares the advantages and disadvantages of traditional offline teaching and online teaching and analyzes the impact of Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 2 educational big data on online education in the context of big data. Section IV introduces the main technologies, platforms, and applications needed for innovative online education and summarizes several innovative online education teaching models and user experiences. Section V mainly discusses the problems and challenges of innovative online education, and Section VI summarizes the content of this paper and looks forward to the future development of innovative online education. A schematic diagram of the structure of the article is shown in Fig. 1: Analysis of the current situation of innovative online education in the era of big data With the advent of the era of big data, the operating model is undergoing changes, and these changes involve all aspects of the entire industry chain of exhibitions. Big data and internet technology have forced exhibition data to be made public, and marketing channels also have broken information barriers in the industry, forming a new mode of exhibition information dissemination and operation. The rapid development and progress of the internet and 5 G broadband have made it possible for information coconstruction, sharing and real-time interaction. Especially in special times, online teaching has become an important method and approach to teaching. The concept of big data was first proposed by NASA in 1997 and has developed to this day (Hossain M J & Ahmmed F & Rahman S M A, 2021; Nayak B & Bhattacharyya S & Goswami S, 2022). Its development history is shown in Fig. 2. In 2011, McKinsey & Company believed that big data could independently mine and analyze information with the help of computers and output effective information. With the spread of COVID-19 worldwide, all kinds of schools now use big data for online teaching. Families in remote areas of China have been provided with various preferential policies and measures by the Chinese government to cope with their children’s learning problems under the new coronavirus epidemic and to guarantee the convenience of their children’s internet classes. These are described in detail in the literature (Feng B, 2022). In terms of school factors, the teaching quality of innovative online education can be improved by improving teaching resources and conditions and enriching teaching organization and content, and students’abilities can be improved through autonomous learning and team learning. Finally, the online teaching database should be optimized to achieve high-quality innovative online education to obtain better teaching quality and form a virtuous circle (Su B & Hu Q, 2020). At present, big data processing technology has been widely used in all walks of life, and many countries have combined this technology with artificial intelligence technology to give full play to the advantages of these two technologies. Judging from the current big data technology in China, its application and development are very rapid and have a significant advantage (Merlo A & Hendriksen P A & Garssen J, 2021). Big data plays an increasingly significant role in education. At present, the application of big data technology in China’s education field is generally divided into three aspects: The first is the application in adaptive teaching, the second is the application in the discovery of teaching rules, and the third is the application in campus information management. For example, the use of the Lea spout system based on big data technology can scientifically evaluate preparation for the college entrance examination, determine problems in the students’learning process in time, solve students’learning problems through early intervention, and provide assistance according to the actual situation. It can effectively improve the learning efficiency and quality of students. With the emergence and development of big data technology, the education model also has undergone corresponding changes. The changes in education methods in the development process of big data reform are shown in Fig. 3. Online education refers to the teaching mode that uses media such as television and the internet. It breaks through the boundaries of time and space and is different from the traditional offline teaching mode in the school classroom. With the vigorous development of information networks, online teaching also has achieved huge development. With the impact of COVID-19, the combination of big data and innovative online education has become more extensive and has attracted the attention of major universities and researchers. The development of big data and innovative online education is a new type of education formed by the integration of modern network science and technology and traditional teaching models. Compared Fig. 1. Article structure diagram. Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 3 with traditional education, innovative online education breaks the limitations of time and space, provides an equal communication platform for teachers and students, and integrates the knowledge imparted by teachers into the daily life of students (Literat I et al., 2021). Second, the innovative online education platform coordinates teaching resources all over the country, which can broaden students’ horizons and stimulate their interest in learning (Wang Dan et al., 2020). In the 21st century, education has developed rapidly. With the high emphasis on combining with information technology, innovative online education has gradually entered people’s vision and is accepted by most. This greatly supports and further optimizes the innovative online education industry (Root W B & Rehfeldt R A, 2021). From a global perspective, innovative online education is gaining momentum, but there are still many problems. Phenomena such as information asymmetry and difficulty in resource matching and docking still hinder the progress of innovative online education in many cases, which are several shortcomings of the industry at present (Alblihed M A & Aly S M & Albrakati A, 2021). On the one hand, the development of big data has made the resources of innovative online education more efficient. The configuration has been optimized, and it displays the high-quality teachers and educational resources of each city on one platform, which to a certain extent makes up for the problem of unbalanced and uneven distribution of educational resources and teachers and greatly improves the distribution of educational resources. On the other hand, under the influence of COVID-19, various regions have carried out innovative online education according to local conditions and rationally used big data to make up for the problem that students cannot come to school for classroom learning. During the epidemic, the practice of large-scale Fig. 2. The course of important developments in the development of big data. Fig. 3. Innovative online education development process. Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 4 "internet + education" presented new features and revealed new problems due to the tight preparation time, large number of participating teachers and students, and uneven teaching environment and teaching resources (Anshari M & Alas Y & Guan L S, 2016). This created the need to analyze and study the practice of "big data education + online teaching" in colleges and universities under the background of COVID-19. It is necessary to adapt to its own characteristics, avoid existing problems, break through development difficulties, innovate the "big data education + online teaching" model and resources, and improve the effectiveness and experience. With the explosion of the internet and mobile internet, the radiation range also is getting increasingly wider. When COVID-19 came, online classes were conducted efficiently, and innovative online education was provided to students to prevent them from being unable to graduate due to insufficient course credits. However, there are still schools that do not have mature innovative online education methods (AlKumaim N H & Mohammed F &Gazem N A, 2021). The current relationship between innovative online education and big data education is shown in Fig. 4. Problems frequently occur in the sudden online education action of colleges and universities caused by the epidemic, and living in the era of big data, we are always accompanied by data (Gaurav A & Psannis K & Perakovi c D, 2022). Combining online education with big data is a very important issue in the education industry that must not be ignored, and online education also has made it difficult for some colleges and universities to move forward in the face of the challenge of the epidemic, so we need to pay attention to this problem and make reasonable use of big data technology to further develop online teaching. Analysis of the impact of online education in the era of big data The connection between educational big data and online education The essence of educational big data is the data quantification of the information generated by teachers in teaching, and its production makes teaching change from quantitative expansion to qualitative change. Traditionally, teachers’teaching decision-making is usually based on the deductive method of theoretical guidance and the inductive method of experience summarization. The rapid development of big data and the internet also has led to changes in teaching models. Online teaching and online exhibitions also are emerging. The use of big data to achieve teacher teaching quality assessment also has become a new method. A number of studies also have emerged on the complementary functions of big data in modern education (Fischer C & Pardos Z A & Baker R S, 2020;Baig M I & Shuib L & Fig. 4. The relationship between big data education and innovative online education. 5 Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 Yadegaridehkordi E, 2020). The outbreak of COVID-19 and other epidemics has directly led to the stagnation of offline teaching in various places, which also has made online teaching the main way for schoolteachers to teach students. The development and improvement of online education in the future will play a crucial role in assisting this evolution (Paudel P et al., 2021). Therefore, schools should effectively strengthen the application of new technologies, which requires teachers to achieve interconnection and interaction in the promotion of curriculum teaching, and integrate, promote, and create a teaching practice path that combines online and offline methods. Students can learn efficiently and conveniently through online videos that have been recorded. Big data statistics show that in actual teaching and education activities, the teaching decisions adopted by teachers often depend on personal past teaching experience and also are affected by external environmental factors such as students and parents (Fu, H & Li, Z. & Liu, Z & Wang, Z, 2018). In the educational big data environment, through data mining, discovering real problems in teaching and optimizing teachers’teaching decision-making is a real need to improve teaching quality. The region establishes a big data processing center through academic data, teaching diagnosis, classroom observation, and deep learning and forms an academic evaluation and teaching platform to serve teachers’education and teaching. On this basis, reasonable statistics and interpretation of the data are carried out to promote and deepen the evaluation of education and teaching based on data. Research shows that improving teachers’teaching quality through big data-related technologies is an ideal way to solve problems. The basic structures of the two academic evaluation and teaching platforms in Fig. 5 and Fig. 6 show that the academic evaluation and teaching platform based on big data has more teaching evaluation methods. Because of the big data analysis and deep learning algorithm model, the evaluation results are more reasonable, avoiding the interference of human factors. Although there are few practical application examples of big data in the field of education, big data itself has strong advantages. Because the huge amount of data possessed by colleges and universities has not been fully utilized (Sclater N & Peasgood A & Mullan J, 2016;Davenport T H & Patil DJ, 2012), big data-related technologies can make good use of these data to improve college education (Chaurasia S & Kodwani D & Lachhwani H, 2018). The application of big data in the field of education mainly refers to the three major elements of online decision-making, learning analytics, and data mining. Its main role is to carry out the application and research of predictive analysis, behavior analysis, and academic analysis. A large amount of data is generated in the process of students’learning (data sources include two aspects, namely, explicit behavior and implicit behavior), among which implicit behavior includes forum postings, extracurricular activities, online social activities, and other activities that are not directly used as educational evaluation, and explicit behavior includes activities that are used directly as educational evaluation tools. Many studies have shown that big data can theoretically play a positive role in promoting modern education (Xia K & Li Y, 2020;Khamisy-Farah R & Gilbey P & Furstenau L B, 2021). The following describes the basic characteristics of innovative online education in the context of the current big data era from multiple aspects. Fig. 5. Traditional academic assessment and teaching platforms. 6 Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 Online decision-making: Online decision-making refers to the analysis and processing of data that have always existed in the field of education with relatively complete records, huge inventory, and underutilized data through the relevant methods of big data analysis and uses these to draw a solution that can help complete the decision-making process. Educational data mining: Upon its creation, educational data mining was mainly the mining of website log data. Currently, interactive learning methods and tools (intelligent tutoring systems, simulations, games) supported by new computer technology have brought new opportunities for quantifying and collecting student behavior data. In particular, more integrated, more modular, and more complex online learning systems provide more types of data, which contain many of the variables required by data mining algorithms. Educational data mining can discover patterns and regularities in these data, explore the establishment of predictive models, and allow us to rediscover and predict how students learn. Learning analytics: Learning analytics is defined as the interpretation of large amounts of data generated during student learning with the purpose of assessing academic progress, predicting future performance, and identifying potential problems. Data come from students’explicit behaviors, such as completing homework and taking exams, and students’implicit behaviors, such as online socializing, extracurricular activities, forum postings, and other activities that do not directly serve as assessments of students’educational progress. The data processed and displayed by learning analytics models help teachers and schools better understand teaching and learning. The goal of learning analytics is to enable teachers and schools to create educational opportunities that are tailored to each student’s needs and abilities. The techniques related to learning analytics have varying degrees of benefit from different perspectives. From the perspective of students, learning analytics technology, after understanding the current situation of students’learning, analyzes student data, identifies relevant problems, optimizes the students’learning process, and helps students develop good study habits to achieve the purpose of students’self-learning. From the perspective of teachers and administrators, learning analytics technology can evaluate teaching courses and related institutions, help simultaneously improve the school’s established assessment methods, analyze teaching data in depth, and point out teaching deficiencies and better methods for teachers to help students solve practical problems. From the researcher’s perspective, learning analytics techniques are an effective tool for studying student and online learning. From the perspective of technical developers, learning and analyzing the different usage frequencies and paths of each module of the technical management system can effectively guide the relevant optimization design of the system interface and can improve the management functions of the system log. Comparison of offline education and innovative online education As the name suggests, innovative online education is a teaching method with the network as the medium. Through the network, students and teachers can carry out teaching activities even if they are separated by thousands of miles. In addition, with the help of online courseware, students can study anytime, anywhere, truly breaking the constraints of time and space. Especially under the current background of COVID-19, China is forced to implement measures to restrict the movement of people to control the epidemic, which also has seriously affected the teaching and education work of a large number of schools and made innovative online education, which originally had only an auxiliary role, become the main teaching method. Regarding its actual effect, scholars from various countries have carried out research on the evaluation of innovative online education platforms, including the establishment of a satisfaction evaluation system using the analytic hierarchy process (AHP) and partial least squares. For example, Wilbur (Wilbur K et al., 2016) conducted a structured self-assessment and peer review to evaluate the online component of a blended learning degree program for pharmacists using tools systematically designed according to Moore’s transactional distance principles, and they found that many modified course elements could enhance the student learning experience structure, dialog, and autonomy. Chiao H M et al. (Chiao H M & Chen Y L & Huang W H, 2018) built a virtual reality tour guide platform, and 391 students from a university of science and technology in Taiwan participated in the research. The results indicate their learning Fig. 6. Academic evaluation and teaching platform using educational big data. Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 7 effectiveness and technology acceptance in the education system. For innovative online education under the current epidemic situation, some researchers have put forward relevant suggestions on the current innovative online education platform (Chen T & Peng L & Yin X, 2020), and some researchers have summarized and analyzed its impact on society against the epidemic background (Zhou L & Wu S & Zhou M, 2020;Moralista R & Oducado R, 2020). As a new form of education, innovative online education is subverting the previous form of physical education and promoting allaround reforms of various forms of physical education and training. Innovative online education has begun to change people’s traditional learning patterns and learning habits and has been widely recognized by people from all walks of life. The main comparison of innovative online education and offline education is shown in Fig. 7. From Fig. 7, we can clearly see the advantages and disadvantages between innovative online education and offline education. Analysis from various aspects shows that innovative online education is more flexible. There are problems in the development of education, which makes the advantages of online education more obvious now. Undoubtedly, innovative online education has unique advantages and plays an increasingly important role in education and teaching reform. Compared with traditional offline education at a fixed time and place, the current innovative online education has the following characteristics. Development and sharing. With the continuous popularization and updating of internet technology, today’s learners are completely free from physical conditions and can carry out education and learning activities anytime and anywhere. On the internet, high-quality educational resources are no longer closed and no longer belong to the patents of developed regions. It transcends the limitations of time and space and can bring the best teachers, teaching achievements, and concepts to campuses and geographical areas through the global radiation of the internet. Innovative online education has turned closed education into open education, changed the previous problems of unequal educational resources and information asymmetry in different countries and regions, and promoted knowledge exchange between countries and regions. Autonomy and personalization. Innovative online education makes it possible to freely provide a variety of modular and fragmented courses on the internet for students to choose from. Learners can freely choose personal study courses, formulate corresponding study plans according to their own career plans and interests, and use the right study time to study. Innovative online education platforms such as Chuanke.com and Tencent Classroom provide a wealth of free online video tutorials, and these courses are finely classified and have greater autonomy than traditional education. At the same time, teachers can design the teaching process and content according to their own ability structure and can freely arrange a time to organize teaching according to their own time allocation. Innovative online education allows teachers and learners to fully develop their autonomy and personality. Low cost and fairness. At present, a considerable number of the courses on major innovative online education platforms are free tutorials. Learners can easily obtain the free educational resources they want on the internet or pay a small fee to obtain massive learning resources or teaching services. At present, the relatively expensive online training courses are far less expensive than the physical training courses. Innovative online education platforms (including resource platforms) are not restricted by age, occupation, region, or study area, nor are there any restrictions on identity level, education level, or position. Students in poor areas, rural areas, and students from nonfamous schools also can enjoy the highest-quality educational resources so that everyone has an equal opportunity to receive an education. Interactive and systematic. Through the innovative online education platform, teachers can teach in units of courses and organize students to form study groups in units of courses. In on-demand courses, students can focus on self-study and conduct interactive learning through online teaching resources. In terms of mandatory assessment, teachers can implement a combination of process assessment and result assessment. This interactive learning process makes students more interested in learning and has a better learning effect. It can realize the teaching guide and answer questions required by learners. The teaching resources include online video tutorials, online courseware, materials, homework, and other massive resources; the learning service system includes a live broadcast system, on-demand system, discussion community, sign-in system, student evaluation system, etc., so that the entire innovative online education system constitutes a well-structured, complete system that is scientific and reasonable and conforms to the laws of education. Fig. 7. Comparison of innovative online education and offline education. Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 8 transition to innovative online education, including poor networks, lack of digital skills, lack of technical support from institutions, economic stress, etc. Based on a binational study of English as a foreign language (EFL), teachers and students in higher education institutions in Bangladesh and Nepal examine how teachers and students can prepare for teaching transitions. From the aspects of video information access speed, reliability, timely transmission technology, course management, communication and interaction, learning and technical support, etc., this paper discusses the support ability and response level of innovative online education platforms in the COVID-19 epidemic and aims at the functions of these platforms. Corresponding improvement measures have been proposed. This paper mainly analyzes the key technologies and application platforms of innovative online education generated by the application of big data to online education during the COVID-19 period and provides a reference for future research on online education. It is believed that the fields of big data and online education will be more closely linked and combined to promote the development of innovative online education and make the future teaching life one of more informatization. The proposed industrial significance of this paper is to propose the application of big data technology to the online education industry, analyze the impact and development of online education in the context of the new coronavirus epidemic, and simultaneously combine the two to analyze big data technology in the context of the new coronavirus epidemic. For the impact of online education, we look forward to more application scenarios of big data technology in the future and the development of big data technology. Issues and challenges At present, the popularity of online education continues to rise. Students have a wide variety of online learning courses, and office workers have many required training courses and related learning tasks. Although the popularization of online education provides convenience for students and office workers, many problems and challenges also have been exposed in the process of innovative online education. First, feelings towards online courses are mixed and difficult to distinguish. On the one hand, parents of students tend to listen to the rhetoric of poor-quality training institutions on the internet. When they heard online courses are better, they went around buying online courses and forcing students to watch them. China has developed a series of institutions and proposals to ensure the proper operation of online education in response to the COVID-19 online education initiative, which is described in detail in the literature (Xue E, Li J, Xu L., 2022). In fact, this kind of course does not have targeted tutoring but instead increases the student’s learning burden, resulting in poor innovative online education (Brdesee H S & Alsaggaf W & Aljohani N, 2022). On the other hand, innovative online education lacks unified management and different charging standards. Most online education companies are private enterprises (George G & Lal A M, 2021). General online education courses often have difficulty educating according to the characteristics of students, and students who do not understand the difficulties of the classroom often have difficulty learning through innovative online education platforms. Now, some online education websites provide one-to-one services, and the fees are too high. Moreover, the definition of teachers’qualifications and abilities also is insufficient, and it is difficult to reflect the educational effect of students. For the above problems and challenges, our research found that we can start from the following aspects. First, unified platform management, led by the relevant education authorities, should establish a formal innovative online education evaluation platform on the internet and manage the uploading of teaching videos on online education websites in a unified manner; at the same time, it should restrict the relevant charges for content, such as course prices. Second is the famous teacher teaching system. The education and teaching videos of nationally famous teachers and leaders in key fields should be retrieved first, and innovative online education platforms should pay more attention to the collection and release of teaching resources of these famous teachers. Finally, online training supervision and management methods should be strengthened. For example, the training video can be forced to the top and cannot be covered; video surveillance can be turned on when watching the teaching video. When the students’eyes are not on the computer screen, it can be considered that the students are not paying attention to the class. Challenges and countermeasures of online education are shown in Table 5. Summary and outlook In summary, in the context of big data, innovative online education not only solves the problems of incomplete data and slow processing. With the continuous development of big data technology, the application of big data in online education becomes more extensive, which makes the advantages of innovative online education more obvious than those of traditional education. Therefore, the role of big data in the field of innovative online education is more prominent. A recognized authority in the field of big data, the author of the million-level super best-selling book "The Age of Big Data", Professor Viktor Mayer-Schonberger from the Internet Research Institute of Oxford University (Lei Y & Jia F & Lin J, 2016;Qin S J, 2014), in his book "Walking with Big Data", listed cases such as MOOC, Khan Academy, and Duolingo, illustrating that big data has brought great changes to education (Bienkowski M & Feng M & Means B, 2012; Manyika J & Chui M & Brown B, 2011). For education, especially innovative online education, with the increasingly accurate probability prediction of data collection, statistics, and analysis, big data plays a huge role in the field of innovative online education through three changes: feedback, personalization, and probability prediction (Calvet Li~ n an L & Juan P erez  A A, 2015). Innovative online education is not just a change at the technical level but also has a real impact on the development pattern of the education industry. Likewise, big data brings three major changes to online education: first, we can collect data that could not be gathered in the past; second, innovative online education realizes individualized learning of students, rather than general rigid teaching methods; and third, innovative online education can optimize learning content, learning time and learning methods through probabilistic prediction. As shown in Table 6, to better adapt to the background of COVID19, online education research is facing the reform needs of management, education and other levels. Only in this way can it be better integrated with big data and improve the teaching level to improve the quality of education. Based on the above research, I will summarize and look forward to the full text. Table 5 Challenges and countermeasures of online education. Problem aspect Issues and Challenges Responses Charges Fees vary Constrained course fees Course content Online courses are mixed and difficult to distinguish Unified platform management Student’s result Difficult to improve student performance, Inadequate targeting Strengthen online training supervision and management methods Y. Cui, Z. Ma, L. Wang et al. Journal of Innovation & Knowledge 8 (2023) 100295 15 First, big data is entering all aspects of online education and will have a profound impact on learning in this world. Big data can tell us what is most efficient and reveal previously undiscovered mysteries. In the future, innovative online education also will become more popular. Second, big data has further stimulated large-scale modern education-related industries. According to GSV Advisors, a well-known education technology market research organization, the value of innovative online learning time exceeds 100 billion U.S. dollars, and it continues to soar at a rate of 25% every year. In the future, big data also will have a greater impact on its soaring rate. Finally, big data promotes the integration of online education and technology, stimulates the imagination of application citation platform entrepreneurs, and attracts investors’funds. In 2012 alone, more than $1 billion in venture capital was poured into the online education industry, a figure that doubled from five years earlier, while traditional education companies such as Pearson and Kaplan have invested billions of dollars in R&D and acquisitions in education technology (De Mauro A & Greco M & Grimaldi M, 2015). Therefore, the improvement of future innovative online education technology and platforms also is the focus of many scholars’research. In summary, in the context of the era of big data, this paper introduces the analysis of the current situation of online education in the era of big data, expounds the influence and application of big data and online teaching in the field of modern education, and then summarizes the online innovations in the era of big data. It aims to express the application scenarios of big data and online education and what kind of role and impact will they have, analyze the current state of education, compare the various tools and platforms of online education at this stage and determine the development direction of online education. Then, the key technologies and application platforms of innovative online education generated by the application of big data to online education during the COVID-19 period were analyzed. We believe that in future research, the field of big data and online education will be more closely integrated, promoting the development of innovative online education and making future teaching life more information-based. The novelty of this thesis lies in proposing the use of big data technology in the online education industry, analyzing the impact and development of online education in the context of the new coronavirus epidemic, and at the same time, combining the two to analyze the impact of big data technology on online education in the context of the new coronavirus epidemic, and looking forward to more scenarios of the future use of big data technology with the development of big data technology. Online education will affect the effect of online education due to social factors, such as regional poverty caused by social development and unbalanced network development. These are the novel ideas and innovations presented in this paper. Therefore, this thesis concludes with an outlook that combines big data technology and online education more together, not only because of the impact of the novel coronavirus epidemic, but also in the future, when the epidemic has passed, education and teaching will be more informative and connected to people’s lives. This article has searched for relevant research on online education in an allaround way. However, with the advancement of science and technology, there are still innovative developments in school online teaching during the epidemic, and all information cannot be collected at one time. Education does not compare with offline education during the epidemic. With the development of artificial intelligence technology, the combination of online education and offline education also will develop. These are areas that we have not been able to cover. Development and research will enable big data technology to be applied to more scenarios. This article simply introduces the development and promotion of big data to online education during the epidemic. Abbreviation table: Name Explanation COVID-19 Coronavirus Disease 2019 AHP Analytic Hierarchy Process UNESCO United Nations Educational, Scientific and Cultural Organization LMS Learning Management Systems EFL English as a Foreign Language GSMA Global System for Mobile Communications Acknowledgement This work is supported by: 1. Research and practice project of educational teaching reform in Hebei Province "Reform and practice of "three-dimensional integration and four-way linkage" teaching mode of basic mathematics courses in the new age", project number: 2021GJJG202. 2. The People’s Republic of China Ministry of Education Cooperation and Cooperative Education Project "Research on Artificial Intelligence Algorithms and Big Data Analyst Training Models for Mathematics Majors", project number: 202101398019. 3. The Ministry of Education of the People’s Republic of China supply and demand docking employment education project "Exploration of Embedded Oriented Talent Training Mode for Information and Computing Science Major in the Era of Big Data", project number: 20220105941. 4. The Ministry of Education of the People’s Republic of China supply and demand docking employment education project "Research on the Supply and demand Docking Mode of Talents Training between Enterprises and Universities Based on Information Science Specialty", project number:20220105946. 5. The Comprehensive Reform Project of the Professional Degree of North China University of Technology "Construction of the Demonstration Center for Ideological and Political Teaching of the Postgraduate Course of Information Security and Big Data", project number: ZD18010122−09 References Alblihed, M. A., Aly, S. M., Albrakati, A., et al. (2021). 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