Leveraging learning analytics to investigate the relationship between course- and work-based learning performance
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(Published version)
Date
2025
Authors
Shi, W.
Barthakur, A.
Kovanovic, V.
Dawson, S.
Han, X.
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Conference item
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LAK '25: Proceedings of the 15th International Learning Analytics and Knowledge Conference, 2025, pp.239-241
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15th International Learning Analytics and Knowledge Conference (3 Mar 2025 - 8 Mar 2025 : Dublin, Ireland)
Abstract
This study investigates the relationship between course- and work-based learning in Initial Teacher Education (ITE) programs in Australia. While these programs aim to integrate theoretical and practical learning, how these components interact to build professional competence in ITE students remains unclear. Using clustering techniques, the study identified four distinct student profiles based on their performance in academic and workplace settings. Cluster 1, “Hands-on” students, demonstrated strong workplace performance despite lower academic achievement, while Cluster 2, “Well-rounded” students, excelled in both academic and professional settings. Cluster 3, “Theoretical” students showed high academic achievement but struggled in the workplace, and Cluster 4, “Struggling” students underperformed in both areas. These findings suggest that academic success does not always align with practical effectiveness, revealing multiple pathways of professional development. This diversity highlights the need for adaptable curricula that support professional expertise and competencies development, facilitating students’ transition from academic settings to professional roles.
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Copyright 2022 Association for Computing Machinery