Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Understanding Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students Siriwan Tanyong Lecturer- Faculty of Education, St.Theresa International College, Thailand Email: [email protected] Mohamed Ali Sharafuddin Lecturer- Faculty of Business Administration, St.Theresa International College, Thailand E-mail: [email protected] Abstract This paper is part of a periodic research conducted in developing a personal learning environment for Thailand’s higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher education students. A structured questionnaire of personal, learning and environment perspectives based on various literature reviews and practical applications was constructed and distributed to 111 Bachelor of Business administration students majoring tourism and hospitality management to measure their agreeableness towards elements of PLE. The results revealed that all the three stakeholders, i.e., the student, teacher and the college have control or ownership over the self-learning phases of the students. The students use social media and smart phones to search and find relevant information in various formats such as videos, audios, news, articles from internet and teach each other by giving feedbacks within themselves on completing their assignments during self-learning phases. Keywords: personal learning environment; international tourism and hospitality students; self learning phases; higher education; Thailand. 1. Introduction Personal learning / self learning is emphasized in Thailand’s Higher education qualification framework by recommended time of double the credits hours. Especially when it comes to learning through a foreign language, i.e., through English, the students need to concentrate more on their self learning phases, use time and technology effectively to understand and learn better. Over the past decade, the growth of information and communication technology especially smart phones and 3/4 G technologies has changed the way how learners search to find right information from traditional libraries to various online resources. With the above mentioned scenario, the research on understanding the students’ personal learning environment and developing suitable strategies in supporting their self learning phases is under process. In the first phase we try to understand the personal learning environment perspectives of Thai International tourism and hospitality higher education students based on which further research on design and development of structured PLE for self learning phases will be developed. This research would be novel in its discipline to develop Personal Learning Environment of Non native English speaking International students and improve their self efficacy and also facilitate them to achieve their Academic goals. 2. Personal Learning Environment Dabbagh and Kitsantas (2011) stated that PLEs can be perceived as both a technology and a pedagogical approach that is student-designed around each student's goals or a learning approach. PLE is a student designed approach that consists of different types of tools and content, which is “chosen by a student to match his or her personal learning style and pace” (Johnson, Adam and Haywood, 2011:8). A typical Personal learning environment, for example, might include facebook groups where students comment on what they are learning, and their posts may reflect information drawn their course related text books and also from across the web like YouTube, Wikipedia and news agencies. But it is also not limited to online environments. It is complete set of both online and offline resources that learners use to review their class room learning during their self learning phases for answering their homework and assignment questions. As used here, (Personal Learning Environments, Educause, 2009) referred the term is not to a specific service or application but rather to the concept of how students approach the task of learning in their self-learning phases. 128 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 3. Self-regulated learning Self-regulated learning is the term coined by Zimmerman which means that Students’ becoming masters of their own learning (Zimmerman and Schunk, 1989). Self-regulated learning is defined as a learners’ ability to engage themselves in appropriate actions, thoughts, feelings, behaviors in order to attain their academic goals by self- monitoring and self reflecting throughout the goal completion process (Zimmerman, 2000). 4. Design/Methodology/Approach Zhou H (2013) reviewed twenty relevant research articles and revealed that, unified elements of personal, learning and environment perspectives are ownership and control of students learning, teaching each other by collaborating, finding and sharing information and web-based various digital tools / resources respectively. A structured questionnaire was constructed based on the PLE components of both (Zhou, 2013; Dabbagh and Kitsantas, 2011). Likert 5-point scale was used to measure the agreeableness of students towards the Personal, learning and environment perspectives. The questionnaire was distributed to 111 Bachelor of Business administration students majoring tourism and hospitality management at St.Theresa International College, to measure their agreeableness towards elements of PLE. Based on Zimmerman's (2002) Self-Regulated Learning phases, the author enabled the student’s self- regulated learning environment by encouraging them to use various tools such as micro-blogging, google docs, google forms, google spreadsheets, youtube, Wikipedia, online Thai – English – Thai dictionaries, group participations in social media through creating group chats for the first phase (Planning) during the beginning of the semester. During the second phase (learning), students were assigned to use social media and form informal learning groups and allowed to complete and submit back their homework and assignments surrounding their course topics thereby extending their Personal learning environment from a personal learning space to a social learning space. At the third phase (reflecting), the students will be allowed to synthesize and aggregate information from phase one and phase two in order to reflect on their overall learning experience. At the initial stage of the first phase, the authors researched the personal, learning and environment perspectives of Thai International tourism and hospitality higher education students and the results are discussed below. 5. Results and Discussions 1. Descriptive Statistics The results of the Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students during the first phase are presented below. A. Gender Table 1 Frequency Percent Valid male 9 8.1 female 102 91.9 Total 111 100.0 From table 1 and figure 1.1 it is inferred that majority of the respondents i.e., 91.9 percent are female and the remaining 8.1 percent are male respondents. 129 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 B. Age Table 2 Age Frequency Percent Valid 18 7 6.3 19 34 30.6 20 48 43.2 21 18 16.2 22 4 3.6 Total 111 100.0 From table 2 and figure 1.2 it is inferred that the age of all the respondents are between 18 to 22, 6.3 percent of the respondents at the age of 18, 30.6 percent at the age of 19, 43.2 percent at the age of 20, 16.2 percent at the age of 21 and 3.6 percent at the age of 22. C. Year of Study Table 3 Year Frequency Percent Valid y1 42 37.8 y2 47 42.3 y3 22 19.8 Total 111 100.0 From table 3 and figure 1.3 it is inferred that the majority of the respondents i.e., 42.3 percent are from year 2 followed by 37.8 percent from year 1 and 19.8 percent from year 3 of tourism and hospitality major. 2. Reliability Statistics A. Personal Perspectives Table 4: Reliability Statistics of Personal Perspectives Cronbach's Alpha N of Items .606 3 130 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Table 5: Item-Total Statistics Personal Perspectives Scale Mean if Scale Variance if Corrected Item-Total Cronbach's Alpha if Item Deleted Item Deleted Correlation Item Deleted Personal 1: I have control over my self- 6.5946 1.916 .396 .533 learning phases. Personal 2: My teachers have control 6.6216 1.892 .519 .359 over my self-learning phases. Personal 3: My College has control 6.9459 2.088 .339 .613 over my self-learning phases. The cronbach 's alpha was used to estimate the reliability of the research constructs. The Table no. 4 and 5 indicate the reliability statistics and item total statistics for Personal Perspectives of self learning phases. The scores of cronbach's alpha if the items deleted are moderate, so the item analysis indicates the individual item have secured moderate score. The cronbach's alpha score for all the 3 items of Personal Perspectives of self learning phases is .606, which has moderate reliability. Whereas the second item - My teachers have control over my self-learning phases hold low reliability if the deleted. In overall reliability value is acceptable, which is .606. B. Learning Perspectives Table 6: Reliability Statistics of Learning Perspectives Cronbach's Alpha N of Items .898 10 Table 7: Item-Total Statistics Scale Mean Scale Corrected Item- Cronbach's if Item Variance if Total Alpha if Item Deleted Item Deleted Correlation Deleted Learning 1 (Actions): I will plan and organize my self- 31.7207 33.585 .716 .883 learning phases effectively Learning 2 (Actions): I will search and find relevant information in various formats (Videos, News, Articles, 31.6216 34.965 .620 .890 online books, etc) Learning 3 (Actions): I will communicate and collaborate 31.7117 35.116 .688 .886 with others during my self-learning phases. Learning 4 (Actions): As class peers, we teach each other and give feedbacks within ourselves on the assignments during 31.6757 34.367 .692 .885 our self-learning phases Learning 5 (Actions): My self-learning phases include editing 31.8198 35.531 .699 .885 and creating new contents. Learning 6 (People to learn from and with): I develop contents and learn by myself (I have self direction towards 31.5946 35.480 .605 .891 my learning) in completing assignments during my self- learning phases. Learning 7 (People to learn from and with): I develop contents with my friends, discuss with them in completing 31.7027 34.593 .659 .887 assignments during my self-learning phases. Learning 8 (People to learn from and with): I develop contents with my friends, discuss with them and also ask 31.7477 36.027 .662 .888 doubts, later clear from my teacher in completing assignments during my self-learning phases. Learning 9 (Goals of Learning): I use my self- learning phases to pursue towards achieving my short term goals (Ex: 31.8108 35.864 .557 .894 Getting A Grade in the subject, achieving 3.4 CGPA, etc) 131 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Table 7: Item-Total Statistics Scale Mean Scale Corrected Item- Cronbach's if Item Variance if Total Alpha if Item Deleted Item Deleted Correlation Deleted Learning 1 (Actions): I will plan and organize my self- 31.7207 33.585 .716 .883 learning phases effectively Learning 2 (Actions): I will search and find relevant information in various formats (Videos, News, Articles, 31.6216 34.965 .620 .890 online books, etc) Learning 3 (Actions): I will communicate and collaborate 31.7117 35.116 .688 .886 with others during my self-learning phases. Learning 4 (Actions): As class peers, we teach each other and give feedbacks within ourselves on the assignments during 31.6757 34.367 .692 .885 our self-learning phases Learning 5 (Actions): My self-learning phases include editing 31.8198 35.531 .699 .885 and creating new contents. Learning 6 (People to learn from and with): I develop contents and learn by myself (I have self direction towards 31.5946 35.480 .605 .891 my learning) in completing assignments during my self- learning phases. Learning 7 (People to learn from and with): I develop contents with my friends, discuss with them in completing 31.7027 34.593 .659 .887 assignments during my self-learning phases. Learning 8 (People to learn from and with): I develop contents with my friends, discuss with them and also ask 31.7477 36.027 .662 .888 doubts, later clear from my teacher in completing assignments during my self-learning phases. Learning 9 (Goals of Learning): I use my self- learning phases to pursue towards achieving my short term goals (Ex: 31.8108 35.864 .557 .894 Getting A Grade in the subject, achieving 3.4 CGPA, etc) Learning 10 (Goals of Learning): I use my self- learning phases to pursue towards achieving my long term goals (Ex: 31.8649 34.845 .592 .892 To become a General Manager in my field of expertise, To start my own company, etc) The Table 6 and 7 indicate the reliability statistics and item total statistics for Learning Perspectives of self learning phases. The scores of cronbach's alpha if the items deleted are high, so the item analysis indicates the all individual items have secured high score. The cronbach's alpha score for all the 10 items of learning Perspectives of self learning phases is .898, which has high reliability. C. Environment Perspectives Table 8: Reliability Statistics of Environment Perspectives Cronbach's Alpha N of Items .878 8 132 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Table 9: Item-Total Statistics Scale Mean Scale Corrected Item- Cronbach's if Item Variance if Total Alpha if Item Deleted Item Deleted Correlation Deleted Environment 1 (Platform and Tools): I use internet as a 25.5135 22.961 .573 .869 major platform during my self-learning phases. Environment 2 (Platform and Tools): I often use smart phone / mobile rather than personal computer / laptop during my 25.4144 21.681 .659 .861 self-learning phases. Environment 3 (Platform and Tools): I use social media tools (Ex: facebook Group chat, micro-blogging, etc) for effective 25.3694 21.853 .728 .853 personal learning. Environment 4 (Community): My peers support me and help me through collaborative learning (Asking help from friends 25.4685 22.924 .611 .865 for vocabulary, meaning of sentences, how to do assignments, homework, etc) Environment 5 (Community): I seek support from other 25.6126 22.330 .638 .863 groups / class during my self-learning phases. Environment 6 (resources): I use various online applications, services and learning resources (Thai – English – Thai 25.4144 22.590 .603 .866 Dictionary) during my self-learning phases. Environment 7 (resources): I use mobile internet as a major 25.5676 21.975 .696 .857 resource during my self-learning phases. Environment 8 (resources): My completed and shared assignment also becomes an additional resource for my 25.5856 23.336 .611 .866 group members. The Table 8 and 9 indicate the reliability statistics and item total statistics for Environment Perspectives of self learning phases. The scores of cronbach's alpha if the items deleted are high, so the item analysis indicates the individual item have secured high score. The cronbach's alpha score for all the 8 items of environment Perspectives of self learning phases is .878, which has high reliability. D. Overall Reliability Score for all the three Perspectives (Personal, Learning and Environment) Table 10: Reliability Statistics of all three perspectives Cronbach's Alpha N of Items .936 21 Table 11: Item-Total Statistics Scale Corrected Cronbach's Scale Mean if Variance if Item-Total Alpha if Item Item Deleted Item Deleted Correlation Deleted Personal 1: I have control over my self-learning phases. 70.9820 142.072 .655 .932 Personal 2: My teachers have control over my self-learning phases. 71.0090 145.300 .559 .934 Personal 3: My College has control over my self-learning phases. 71.3333 148.988 .334 .937 Learning 1 (Actions): I will plan and organize my self-learning phases 70.9369 138.696 .736 .930 effectively Learning 2 (Actions): I will search and find relevant information in various 70.8378 142.555 .594 .933 formats (Videos, News, Articles, online books, etc) Learning 3 (Actions): I will communicate and collaborate with others during 70.9279 141.922 .699 .931 my self-learning phases. Learning 4 (Actions): As class peers, we teach each other and give feedbacks 70.8919 140.679 .692 .931 within ourselves on the assignments during our self-learning phases Learning 5 (Actions): My self-learning phases include editing and creating new 71.0360 142.944 .698 .931 contents. Learning 6 (People to learn from and with): I develop contents and learn by myself (I have self direction towards my learning) in completing assignments 70.8108 142.664 .621 .933 during my self-learning phases. 133 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Learning 7 (People to learn from and with): I develop contents with my friends, 70.9189 140.712 .681 .931 discuss with them in completing assignments during my self-learning phases. Learning 8 (People to learn from and with): I develop contents with my friends, discuss with them and also ask doubts, later clear from my teacher in 70.9640 144.253 .644 .932 completing assignments during my self-learning phases. Learning 9 (Goals of Learning): I use my self- learning phases to pursue towards achieving my short term goals (Ex: Getting A Grade in the subject, 71.0270 144.172 .540 .934 achieving 3.4 CGPA, etc) Learning 10 (Goals of Learning): I use my self- learning phases to pursue towards achieving my long term goals (Ex: To become a General Manager in 71.0811 142.366 .569 .934 my field of expertise, To start my own company, etc) Environment 1 (Platform and Tools): I use internet as a major platform during 70.8468 142.404 .622 .933 my self-learning phases. Environment 2 (Platform and Tools): I often use smart phone / mobile rather 70.7477 143.463 .515 .935 than personal computer / laptop during my self-learning phases. Environment 3 (Platform and Tools): I use social media tools (Ex: facebook 70.7027 141.556 .671 .932 Group chat, micro-blogging, etc) for effective personal learning. Environment 4 (Community): My peers support me and help me through collaborative learning (Asking help from friends for vocabulary, meaning of 70.8018 143.415 .601 .933 sentences, how to do assignments, homework, etc) Environment 5 (Community): I seek support from other groups / class during 70.9459 141.579 .647 .932 my self-learning phases. Environment 6 (resources): I use various online applications, services and learning resources (Thai – English – Thai Dictionary) during my self-learning 70.7477 142.118 .619 .933 phases. Environment 7 (resources): I use mobile internet as a major resource during my 70.9009 142.181 .628 .932 self-learning phases. Environment 8 (resources): My completed and shared assignment also becomes 70.9189 142.530 .698 .931 an additional resource for my group members. Overall reliability was estimated for all the 21 items to find out the internal consistency, and from table 10 and 11 it is inferred that the Cronbach's Alpha is very high .936. Under the “Cronbach’s Alpha if Item deleted” all the items have high reliability, which is greater than 0.93, so it is not necessary to delete any of the items to improve the reliability score of this scale. 3. Students’ opinion towards personal, learning and environment perspectives of their self learning phases 1. Personal Perspective Table 12: Personal Perspective and Students Opinion (n=111) Personal Perspective Mean S.D. Level Personal 1: I have control over my self-learning phases. 3.4865 .89305 Moderate Personal 2: My teachers have control over my self-learning phases. 3.4595 .80661 Moderate Personal 3: My College has control over my self-learning phases. 3.1351 .86850 Moderate When it comes to control over the self learning phases, the mean remains moderate for all the three components. Whereas the personal perspective 1, i,e., “I have control over my self-learning phases” has a highest score with a mean of 3.48 followed by “my teacher have control over my self-learning phases” with a mean score of 3.45 and the colleges’ control scored lowest with a mean score of 3.13. In overall it is inferred that all the three stakeholders the student, the teacher and college have a certain degree of control over the personal perspective of students’ self learning phases. 2. Learning Perspective Table 13: Learning Perspective and Students Agreeableness (n=111) Learning Perspective Mean S.D. Level Learning 1 (Actions): I will plan and organize my self-learning phases effectively 3.5315 .98921 High Learning 2 (Actions): I will search and find relevant information in various formats (Videos, News, Articles, online books, etc) 3.6306 .94319 High 134 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Learning 3 (Actions): I will communicate and collaborate with others during my self- learning phases. 3.5405 .85049 High Learning 4 (Actions): As class peers, we teach each other and give feedbacks within ourselves on the assignments during our self-learning phases 3.5766 .92980 High Learning 5 (Actions): My self-learning phases include editing and creating new contents. 3.4324 .79340 Moderate Learning 6 (People to learn from and with): I develop contents and learn by myself (I have self direction towards my learning) in completing assignments during my self- learning phases. 3.6577 .89945 High Learning 7 (People to learn from and with): I develop contents with my friends, discuss with them in completing assignments during my self-learning phases. 3.5495 .94136 High Learning 8 (People to learn from and with): I develop contents with my friends, discuss with them and also ask doubts, later clear from my teacher in completing assignments during my self-learning phases. 3.5045 .77311 High Learning 9 (Goals of Learning): I use my self- learning phases to pursue towards achieving my short term goals (Ex: Getting A Grade in the subject, achieving 3.4 CGPA, etc) 3.4414 .91139 Moderate Learning 10 (Goals of Learning): I use my self- learning phases to pursue towards achieving my long term goals (Ex: To become a General Manager in my field of expertise, To start my own company, etc) 3.3874 .99244 Moderate In the action aspect of learning perspective the research results reveal that searching and finding relevant information in various formats such as videos, audios, news, articles from internet has highest mean with a score of 3.63 whereas, editing and creating new contents with the information scored moderate with a mean of 3.43. And all the three aspects of people to learn from and with have high mean scores. Though “I develop contents and learn by myself in completing assignments has the highest mean”, interaction with friends and teachers during their self learning phases are also highly agreed by students of which interaction with teacher has lowest standard deviation of .773. Finally, achieving both short term and long term goals scored moderate i.e., 3.44 and 3.38 respectively. 3. Environment Perspective Table 14: Environment Perspective and Students Agreeableness (n=111) Environment Perspective Mean S.D. Level Environment 1 (Platform and Tools): I use internet as a major platform during my self-learning phases. 3.67 .907 High Environment 2 (Platform and Tools): I often use smart phone / mobile rather than personal computer / laptop during my self-learning phases. 3.77 .998 High Environment 3 (Platform and Tools): I use social media tools (Ex: facebook Group chat, micro-blogging, etc) for effective personal learning. 3.80 .936 High Environment 4 (Community): My peers support me and help me through collaborative learning (Asking help from friends for vocabulary, meaning of sentences, how to do assignments, homework, etc) 3.67 .898 High Environment 5 (Community): I seek support from other groups / class during my self-learning phases. 3.55 .931 High Environment 6 (resources): I use various online applications, services and learning resources (Thai – English – Thai Dictionary) during my self-learning phases. 3.75 .960 High Environment 7 (resources): I use mobile internet as a major resource during my self-learning phases. 3.60 .945 High Environment 8 (resources): My completed and shared assignment also becomes an additional resource for my group members. 3.55 .826 High All environment aspects scored with high mean, however social media tools and smart phone scored highest with 3.80 and 3.77 respectively followed by use of applications such as Thai – English – Thai Dictionary is found with a high mean score of 3.75 4. ANOVA: Personal Perspectives Hypothesis: There is no significant difference among students towards personal perspectives. 135 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Table 15: ANOVA Sum of Mean Squares Df Square F Sig. Personal 1: I have control over my self-learning phases. Between Groups .158 2 .079 .098 .907 Within Groups 87.572 108 .811 Total 87.730 110 Personal 2: My teachers have control over my self- Between Groups .071 2 .036 .054 .948 learning phases. Within Groups 71.496 108 .662 Total 71.568 110 Personal 3: My College has control over my self-learning Between Groups 8.255 2 4.127 5.966 .003 phases. Within Groups 74.718 108 .692 Total 82.973 110 Table 16: Test of Homogeneity of Variances Levene Statistic df1 df2 Sig. Personal 1: I have control over my self-learning phases. 1.013 2 108 .367 Personal 2: My teachers have control over my self-learning phases. .565 2 108 .570 Personal 3: My College has control over my self-learning phases. 1.811 2 108 .168 The One-Way Anova and test of homogeneity of variances results from table 15 and 16 revealed that there is a significant difference between the groups on “My College has control over my self-learning phases” for which the p<0.05, in order to further find out which specific groups differ among themselves, post hoc test was conducted and the results were displayed in Table 17, 18 and 19 respectively. Table 17: Personal1 Tukey B Subset for alpha Major = 0.05 year & Section N 1 y2 47 3.4468 y1 42 3.5000 y3 22 3.5455 Means for groups in homogeneous subsets are displayed. Table 18: Personal2 Tukey B Subset for alpha Major = 0.05 year & Section N 1 y3 22 3.4091 y2 47 3.4681 y1 42 3.4762 Means for groups in homogeneous subsets are displayed. 136 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.10, 2016 Table 19: Personal3 Tukey B Major Subset for alpha = 0.05 year & Section N 1 2 y3 22 2.6818 y2 47 3.0851 3.0851 y1 42 3.4286 Means for groups in homogeneous subsets are displayed. The results revealed that the students’ perception differs from 1st, 2nd and 3rd year students. The third year students have very low agreeableness towards their College’s control over their self-learning phases whereas year 1 and year 2 students generally agree that their college control their self-learning phases. Hence hypothesis is rejected. ANOVA: Learning Perspectives Hypothesis: There is no significant difference among students towards learning perspectives. Table 20: ANOVA Sum of Squares df Mean Square F Sig. Learning1 Between Groups .033 2 .016 .016 .984 Within Groups 107.607 108 .996 Total 107.640 110 Learning2 Between Groups 2.308 2 1.154 1.304 .276 Within Groups 95.548 108 .885 Total 97.856 110 Learning3 Between Groups .513 2 .257 .351 .705 Within Groups 79.054 108 .732 Total 79.568 110 Learning4 Between Groups .133 2 .067 .076 .927 Within Groups 94.966 108 .879 Total 95.099 110 Learning5 Between Groups 2.353 2 1.176 1.900 .155 Within Groups 66.890 108 .619 Total 69.243 110 Learning6 Between Groups 1.313 2 .657 .809 .448 Within Groups 87.678 108 .812 Total 88.991 110 Learning7 Between Groups .551 2 .275 .307 .736 Within Groups 96.927 108 .897 Total 97.477 110 Learning8 Between Groups .027 2 .013 .022 .978 Within Groups 65.721 108 .609 Total 65.748 110 Learning9 Between Groups 3.384 2 1.692 2.077 .130 Within Groups 87.985 108 .815 Total 91.369 110 Learning10 Between Groups 1.274 2 .637 .643 .528 Within Groups 107.068 108 .991 Total 108.342 110 137