Reflecting the Process of Teaching and Listening in Two Different Approaches in Educational Philosophy

Autor/inn/en	Hassan, Aminuddin; Mokhtar, Norashikin Mohd; Abiddin, Norhasni Zainal
Titel	Reflecting the Process of Teaching and Listening in Two Different Approaches in Educational Philosophy
Quelle	In: Journal of Education and Learning, 3 (2014) 1, S.70-78 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Educational Philosophy; Learning Strategies; Listening; Conventional Instruction; Electronic Learning; Comparative Analysis; Academic Achievement; English (Second Language); Statistical Analysis; Questionnaires; Likert Scales; Pretests Posttests; Attention Control; Scores; Problem Solving; Courseware; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Bildungsphilosophie; Erziehungsphilosophie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hörvorgang; Zuhören; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Fragebogen; Likert-Skala; Aufmerksamkeitstest; Problemlösen; Lernsoftware
Abstract	In the philosophical sense, learning should be enjoyable, fun, dynamic and engaging with access of a lot of sources. While philosophical perspective in the context of this writing is regarded as integral to reflecting the quality of learning in connection to the listening process, it is also an inclination of practice with deep understanding without limitation on the aspect of the learning process itself. The question of traditional classroom and online learning is important in the learning process. To produce high achievers in education, it is important to find out the best type of learning that we can provide for students. It differed on the type of strategy the higher learning institution students used but the frequency of applying the strategy between the groups of traditional classroom and of online learning are the same. The result showed that students that subscribed to traditional classroom performed better than those who subscribed to online learning. This could be due to the fact that less instruction was provided by the teacher in online learning consequently causing the inability within students to perform. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01