Investigate pre-service teachers’ learning behaviors and their relationship with academic performance through LMS log data

Learning Management Systems (LMS) have been widely used by many universities to support teaching and learning. Extensive research has shown that LMS usage patterns are associated with learners’ outcomes, however, related studies from the pre-service teachers’ perspective are limited. This paper aims to further explore the association between pre-service teachers' LMS patterns and their learning outcomes using a quantitative method. After examining 172 pre-service teachers’ LMS log data and performance, the findings show that times participated and assignment on time percent are significant predictors of their grades. Moreover, pre-service teachers demonstrated distinct LMS behavioral patterns in LMS when engaging with the Virtual Field Experience theme. The findings provide insights into future curriculum and course designs to better support pre-service teachers.