Profiling Pre-service Teachers in Blended Learning: A Dual-Dimensional Framework Integrating Behavioral Engagement and Dispositional Readiness

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Pre-Service Teacher Coursework and Clinical Practice Virtual Poster Session

Abstract

This study develops and validates a dual-dimensional learner profiling framework integrating behavioral engagement and dispositional readiness in blended learning. Data from 48 pre-service teachers in a national-level blended course were analyzed using K-means clustering and LASSO regression. Three distinct learner profiles emerged—Holistically Developed, Conventionally Ineffective, and Socially Probing—differentiated by unique behavioral and dispositional patterns. Key predictors of academic performance included course completion and curiosity, while creativity negatively predicted outcomes, suggesting assessment misalignment. No significant predictors were found for learning satisfaction. Findings underscore the importance of combining behavioral and dispositional measures to capture learner heterogeneity and inform personalized instructional strategies in blended environments.

Author

• jing wang, 华东师范大学