Challenging assumptions about American and Canadian consumer bankruptcy online education models

In the context of globalization, the issue of the differences between the education models of China and the United States has received widespread attention, but there are still deficiencies. This paper analyzes the differences between Chinese and American basic education in terms of teaching content, teaching methods and teacher-student interaction. The analysis of this paper concludes that the differences between Chinese and American education in terms of cultural background, educational philosophy and historical background have led to different educational models and practices. Based on this, the paper makes the following recommendations. First, it is necessary to increase student engagement, promote practice and innovation, and foster critical thinking. Chinese and American education are as different as their cultures. But both sides also have advantages that the other can learn from. By learning from U.S. educational experiences, China can improve the quality of education and teaching and develop more creative and competitive students.

The learning system during the Covid-19 pandemic was carried out online, online learning had a negative impact and a positive impact. The impact given can affect the success of student learning. The success of learning is the main thing that must be achieved by students. From the success of learning, it can be seen that the online learning process is going well or not. To determine the success rate of online learning, testing is carried out by applying a neural network algorithm. Neural network algorithms are used because they can solve complex problems related to prediction. This research is expected to help lecturers or campus parties to create better online learning. In this study using student grade data for Academic Year 2018/2019 and Academic Year 2019/2020, data testing using Rapidminer software and operator cross validation. In testing the Academic Year 2018/2019 and Academic Year 2019/2020 value data using 700 training cycles, 0.4 momentum, 0.2 learning rate and hidden layer 2. The level of accuracy obtained in the 2018/2019 student grade data is 95, 55% and Academic Year 2019/2020 which is 93.17%. From the test results, it was found that the accuracy rate of Academic Year 2018/2019 is higher than Academic Year 2019/2020, so the success rate in Academic Year 2018/2019 before the pandemic is better than the success rate in Academic Year 2019/2020 after the pandemic.

In past few decades, scholars, activists, and educators have called for development and utilization of African American-based theories and models of education. With exception of Afrocentric little has been done to develop educational and theoretical models or strategies that address historical and contemporary conditions of African Americans. By examining educational thought of W. E. B. DuBois and extrapolating from his work a model of 6 educational principles, this article's purpose is to raise awareness of need for African American-based education and encourage further examination and development of African American-based educational models. In discussing what is vaguely termed education, therefore, it must be admitted at outset that educational process for Negroes as for all other peoples cannot be divorced from dominant political, social, and economic forces active in society. (Bunche, 1936, p. 351) At beginning of 21st century, African Americans continue to lack a comprehensive, cohesive, emancipatory, and culturally relevant educational theoretical model to help them successfully navigate American society (Dunn, 1991; Gordon, 1990; Ladson-Billings, 1995). Moreover, in developing curricula and policies, policymakers and educators rarely consult theories or models that are based on life experiences and realities of African Americans (Anyon, 1995a, 1995b; Hilliard, 1998; Kincheloe, 1993). This lack of attention has led to culturally insensitive and decontextualized curricula, policies, and reforms that do little to improve education of large numbers of African American students. Decontextualized educational policies and curricula often limit educational knowledge base from which African Americans can draw culturally relevant and emancipatory knowledge (Gordon, 1990, 1993; Kincheloe, 1993). Furthermore, they deprive African Americans of heuristic tools needed to critique society and world around them (Gill, 1991; Gordon, 1985, 1990, 1993; Kincheloe, 1993). As Dunn (1993) argued, African Americans need an education based on theoretical models and philosophies that are cognizant of and responsive to their needs. One way to proceed in that development, he posited, is to consult pedagogical thought of renowned and significant African American theorists. Whereas a few scholars already have brought to light educational philosophies of African American thinkers such as Mary McLeod Bethune, Anna Julia Cooper, Alaine Locke, Carter G. Woodson, Booker T. Washington, Charles Hamilton Houston, W. E. B. DuBois, and others (Asante, 1994; Banks, 1996; Shujaa, 1994; Tedla, 1996), none have extrapolated comprehensive educational models from these ideas. Among African American notables, however, W. E. B. DuBois left most comprehensive set of writings and views from which educators and policymakers can obtain contextualized, historical, and African American-based perspectives on education (Alridge, 1999; Dunn, 1991; Hilliard, 1998). Unfortunately, DuBois never articulated a cohesive and comprehensive educational philosophy or model for African American education. During his long and prolific career, he published more than 22 books, 100 articles and essays, and more than 15 edited volumes. Many of his works deal directly or indirectly with education of African Americans. This emphasis is understandable, given that DuBois believed education to be one of most effective emancipatory tools that Black people could use to alleviate abysmal social, economic, and political conditions, that were commonly referred to during much of DuBois's lifetime as the Negro problem. Despite recent popularity of DuBoisian ideals in philosophical and historical circles, no works focusing on his ideals have laid out a cohesive and comprehensive educational model based on his thinking. In an earlier essay (Alridge, 1999), I placed DuBois's thinking in intellectual context of his time and began to identify themes and principles from his writings on education. …

Objective: To convey the applications of online education in the field of maxillofacial radiology, which is widely used in the world during the COVID- 19 pandemic, and the post-pandemic education and training models suggestions in accordance with the changing world order by compiling the research results and literature information on the subject. Method: Different educational models applied in maxillofacial radiology before and during the COVID-19 pandemic were evaluated in terms of their results and activities by looking into published articles. In the light of these data, regulations, and recommendations were developed for post-pandemic educational activities. Findings: During the COVID-19 pandemic, the disruptions in educational activities at all levels and fields all over the world were reflected in maxillofacial radiology education. However, studies show that learning with online education in this field, especially in the interpretation of radiological images and problem-based learning activities, is at least as successful as or more than traditional education models. Online education also provides feedback to lecturers and promotes active learning, considered best practices for the teaching-learning process. During the COVID-19 pandemic period, theoretical education has been tried to be continued in the form of online education, although various some studies showed that online education is insufficient in practical education. In radiological interpretation, it is one of the biggest problems to ensure students' attention and effective participation in practical terms. In addition, online teaching of radiographic techniques and applications may not be as effective as instructive teaching techniques. After the pandemic, it is predicted that returning to normal maxillofacial radiology education will be challenging in both theoretical and practical aspects and there will is be a need to change. Results: Considering the strengths and weaknesses of online education models, whose application area has increased so much during the COVID-19 pandemic. The development and implementation of new, effective education-training models suitable both for the conditions and for everyone involved in education for the post-pandemic period, emerges as a necessity. After the pandemic, it is important to evaluate the blended education model in theoretical education, to make various changes in maxillofacial radiology practical training and to re-determine the rules of hygiene, separation and education.

Background: Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. Aim: To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. Methods: We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. Results: The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. Conclusion: The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

Different countries have their own unique culture. The education for cultivating future talents is largely influenced by their own culture. This paper aims to excavate the influence that is affected by the culture of the Japanese educational model and the American educational model respectively on Hofstedes cultural dimensions theory. The main tool used in this paper is a website called country comparison tool which can select two different countries to make a comparison in cultural dimensions. This paper compares collectivism and individualism in American and Japanese education. Using the method of literature research and comparative research method, the similarities and differences in education between the United States and Japan are shown from the comparison of students textbooks, cram schools, educational philosophies, etc. The result shows that compared with the United States, Japan is a country that proposes collectivism obviously. However, this is not an invariable conclusion since global change is prevailing right now. American educational mode is embedded in collectivism to a certain extent while Japan has the same trend which is leaning toward individualism.

Due to the differences between the historical background, technological advancement, economic situation and population density between America and China, there are many differences between American and Chinese education systems. One of the differences is the applied technology in web application in education. By comparing the general technological situations in the two countries and the applied technology in web application in online education, web-facilitated education at college level, K-12 level and the developing prospects in the two countries, the article comes to the conclusion that applied technology in web application in American education is much more advanced than that in Chinese education. The web-related infrastructural construction in American educational institutions has almost come to a complete state and now more concern is on how to make full use of all the facilities and technology so as to achieve the best result, while China is still trying hard to make web-related facilities reach all the educational institutions and at the same time searching optimized ways of application. Insufficient financial support, lag in technology and deep-rooted traditional test-oriented teaching philosophy among teachers as well as parents are the greatest obstacles to the widening of applied technology in web application in education in China. Although government have been trying hard to deepen the application of internet technology in education by putting out a series of policies and starting a succession of projects and great progress has already been made and will be achieved, there is still a long way to go before it reach the present state of American applied technology in web application in education. However, to what extent and in what way should China apply internet technology in education should be carefully studied since there are so many cultural differences and national situations between China and America. A lot of research are to be done and the findings of researches already done about applied technology in web application in education world-wide should be learned so as to avoid waste and guarantee efficiency.

Analysis of the Success of Online Learning during a Pandemic: A Survey Study in Madrasah Tsanawiyah (MTs) Pekanbaru City. Objectives: This article is motivated by the obstacles faced during online learning, ranging from technical problems to the learning process, such as networks, quota costs that are quite expensive, operating Google Meet applications, Google Classroom, and other E-learning applications with the correct procedures, to the use of cameras and microphones that are sometimes not properly working. Understanding the obstacles that occur in the field regarding online learning activities, and reviewing the success of online learning is necessary. Therefore, this article aims to find out the extent of the success rate of online learning that occurs in Madrasah Tsanawiyah Pekanbaru City. Methods: The research is survey research with a quantitative approach that examines the success of online learning during the COVID-19 pandemic in Pekanbaru city. The research was carried out in MTs in Pekanbaru City consisting of 6 madrasahs, namely 3 Public MTs and 3 Private MTs. The data collection was done using a questionnaire distributed to 297 respondents which later was analyzed descriptively quantitatively using IBM SPSS Statistics 23. . Findings: The results shows that: 1) all question items can be used to measure the success rate of online learning and the calculation of the reliability of the question items obtained a score of 0.969 with very high criteria; 2) learning models that are often used during the pandemic is online learning with 186 people (63.5%) and the combination of online and offline learning with 76 people (25.9%) carried out at home (96.2%) with good internet conditions (72.7%), relatively good community economy (48.5%), online learning is carried out by giving assignments in the form of questions (73.7%) and providing material interactively online (46.8%), providing interactive material through online media and assignments in the form of students’ worksheets (84.6%) and assignments from teachers (43%), social media that are often used are WhatsApp group/Google Hangout/Facebook/ Messenger (76.1%), and the main obstacle for students during online learning is difficulty understanding teacher explanations (60.1%) and internet networks (48.8%); 3) the average level of online learning implementation in MTs in Pekanbaru City is 68.27% with "Good" category; and 4) online learning has an effect on students' mental health, character, and attitudes by 75.99% with "Good" category. TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack// This page is in Afrikaans Translate to English AfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBengaliBulgarianCatalanCroatianCzechDanishDutchEnglishEstonianFinnishFrenchGermanGreekGujaratiHaitian CreoleHebrewHindiHungarianIcelandicIndonesianItalianJapaneseKannadaKazakhKhmerKoreanKurdish (Kurmanji)LaoLatvianLithuanianMalagasyMalayMalayalamMalteseMaoriMarathiMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanSimplified ChineseSlovakSlovenianSpanishSwedishTamilTeluguThaiTraditional ChineseTurkishUkrainianUrduVietnameseWelsh Always translate Afrikaans to English Never translate Afrikaans Never translate ejournal.uin-suska.ac.id

Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to the importance of education and research. The aim of the present study is an evaluation of virtual and actual education models on the learning of internal interns during the COVID-19 pandemic. Methods: The present study is a trial that was performed on 112 internal interns of hospitals from January to December 2020. Each participant was randomly assigned to one of the actual or virtual educational model groups with personal consent. Educational method was case-based discussion in both groups. The learning outcomes of the interns of these two groups were compared in 9 areas with 95% confidence level and 5% random error. Data about age, sex, type of residence (home or dormitory), pre-internship score (≤150 or >150) and entrance exam rank (≤300 or >300) were collected. Data were analyzed using SPSS Version 20. Results: The mean ±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them lived in dormitories. The results of the study show that the difference in pre-test and post-test scores with actual and virtual education models in the male and female is significantly different (p-value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were not different in academic achievements of the participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models. Conclusion: The comparison of virtual and actual education demonstrated that there is no significant difference between these two methods in student output. Given the conditions that have been created by COVID-19 in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.

Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.

Previous studies regarding online learning have focused on learner perspectives, such as student learning outcomes, their perception of or satisfaction with online learning, and so forth. Only a few studies have addressed the faculty perspective, which is one of major factors in the success of online learning. The few studies that claim that online teaching might be a burden to the faculty members are based mainly on the researchers’ intuitions and reflections, without empirical evidences. Accordingly, this study explores whether online teaching is actually a burden to faculty members through the first online teaching experience of a professor at a large university in the Midwestern United States. Consequently, this study aims to help readers understand the online teaching environment by providing them with opportunities to vicariously experience the challenges faced by a novice online instructor.

What's the future of computers in American education? A boom or a bust or somewhere in the middle? Let's look at the issue in context. The present goals of American education at all levels are largely concerned with static knowledge. That is, they are concerned with the reception and storage of information and associations. In general, learners are viewed as receptors. Therefore, transmission, repetition, and reward are the principal means of education. The student is a passive entity, and knowledge is seen as stuff to be stored and brought up at test time. Teachers focus on more efficient ways to transmit associations and school administrators focus on numerical data purporting to measure students' retrieval of associations, facts and conventions. The problem is that it works! Organisms-we are all organismsadapt. Students learn the game and we are all the poorer. It is the rare teacher above fourth grade who reports that children are eager, inquisitive, and willing to tackle new problems. Kids are b-o-r-e-d and are labeled lazy. From fourth grade through graduate school, students often won't tackle an original problem. A physics professor from a prestigious university tells me, My students won't work on a problem unless they can slip a ready-made formula out of their hip pocket. How did such a situation come about? Much of the thinking about goals and means of American education comes directly from the assembly lines of 1910 when American school administrators embraced the Ford Motor Company as a model for education, adopting factory-oriented thinking with three themes: (1) mass production policies and practices; (2) cost-effectiveness; and (3) time/motion efficiency research. Read Raymond L. Callahan's classic Education and the Cult of Efficiency and weep. Psychological research is a second influence on education. Many studies involve brute memory with meaning deliberately banished in order to ensure scientific cleanliness. Much of the research is not only concerned with performance under various external conditions of reward and punishment, but it involves animals rather than children. A third prop to American education is perhaps the weakest and most disturbing. American education has seen a parade of fads and bandwagons. Remember the Initial Teaching Alphabet? Programmed instruction? Modern math? Behavioral objectives? Performance-based contracting? The open classroom? The talking typewriter? Each of these innovations was proclaimed the be-all and end-all of educational solutions and the fact that none of them lasted attests to educators' short attention span, to their unwillingness to look at underlying issues, and to the resiliency of the factory/stimulus-response model of education. Are computers in education another bandwagon? There is, in fact, a body of research on education quite different from the brute memory/nonsense syllable/external reward tradition. Sixty years' research by Jean Piaget and collaborators throughout the world show knowledge to be an active construction, a growing fabric of ideas and relationships rather than an inert collection of facts and associations. In this view, one's fabric of knowledge constantly interacts with the outside world, and the outside world acts on the fabric modifying it to incorporate the new reality. The reality so organized by the mind tends toward coherence, stability, economy, and generalizability. Two other aspects of this theory are worth noting. The fabrics of a sixyear-old are smaller and less numerous than those of most adults, of course, but-more important-they are intrinsically different from ours. A child's cup of knowledge is not only less full than an adult's but it consists of different stuff. Second, one's fabric of ideas doesn't only interact with reality but tends to develop and grow. If the conditions permitting and provoking extension and elaboration of the fabric are available, development takes place. If not, growth is stunted and the organism seeks fruitful interaction with other realities. The key to learning according to this theory is dissonance, i.e. mismatch between where we are and where we want or need to be. The dissonance must involve a moderate mismatch with the fabric. If it's too small, boredom sets in. If the dissonance is too great, (differential equations for the average 12-year-old) there's more boredom and a move to arenas in which moderate mismatch obtains. But given moderate dissonance, we act as though pre-wired. Dissonance is irresistibly engaging. There are many aspects of dissonance that lend themselves to educational situations. A major aspect of dissonance-widely employed in present schooling-is competition. But what about self-competition? Challenge? Surprise? Regularity and its absence? Novelty? Mystery? Uncertainty? Complexity? Ambiguity? Curiosity? Quest? Where in the educational literature, or in teachers' guides, has attention been given to these issues, except to warn against such stuff? All of this sets the stage for several points about computers, interactivity and dissonance: Computers in the classroom and the home can provide individual children and children in small groups with moderate dissonance at the child's level of choice, thus making learning an active construction rather than a passive warehousing. Contrast this situation with the traditional classroom where all children work the same textbook, often the same page! Computers can transcend local space/budget constraints and reach

Online education often struggles to maintain a consistent, high quality academic experience. High attrition rates and low student satisfaction continue to challenge higher education providers. We present an innovative public-private partnership that delivers a resources-sufficient model of fully online postgraduate education with high levels of academic student support in an unbundled approach. The partnership overcomes the challenges that plague online education by leveraging learning analytics to provide highly responsive student support, 7 days a week and in the evenings. The success of this model is its ability to ameliorate problems inherent in online education. This includes the lack of ongoing staff training and support to successfully teach online, staff availability when students need support and insufficient staff-student ratios. As the sector moves towards a digitally integrated future, our model of online education illustrates how a public-private partnership can provide online learning that is effective as measured by high rates of student retention and transition, satisfaction, and academic success. We argue our resources-sufficient model provides a transformational roadmap for scaled online learning that creatively reimagines supported, personalised, engaged and student-centred digital learning as the sector moves towards a digitally integrated future.
 Implications for practice or policy
 
 Public-private partnerships can represent a rebundling of the university that explicates how the university should work to provide responsive, supported, and high-quality online education.
 A resources-sufficient model of online education characterised by high levels of ongoing staff training, learning analytics to track student engagement, and optimum staff-student ratios, increases student retention and transition, satisfaction, and academic success.
 Student engagement systems that leverage learning analytics can work to increase students’ academic success and decrease attrition rates.

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction

Traditionally, American educators and communities have looked to Europe and Asia for ideas for rethinking and reforming education for America’s diverse children. This book, Contemporary Voices from the Margin: African Educators on African and American Education, brings together new voices of diverse African-born teacher educators and Africanist scholars who share personal experiences as well as researchbased perspectives about education in Africa and America that will be valuable to rethinking and reforming education for America’s struggling schools. The book is a comprehensive work of experienced educators and scholars in the field of teacher education and African Studies. The editors of the book invited a diverse group of African-born teacher educators and scholars from different countries of Africa who teach in the U.S. The contributors share a common African experience, but they are geographically diverse in countries of origin and research. Their knowledge about African communal living as well as colonial powers and imperialism as they operated in various African countries enables them to compare and contrast various educational models and practices, including traditional ones. They are also diverse in their fields of specialization but have expertise in multicultural education, urban education, and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation programs. Given that these scholars were born or socialized, and educated in, as well as, taught schools and colleges in their respective African countries before settling in the United States, they bring a wealth of experience and insights into what it means to successfully educate children and youth. The book is divided into three parts. Part 1 examines African processes and practices of education, both formal and informal, as contributing authors share perspectives about African indigenous education including cultural socialization and formal western-type education and organization of schools. Part 2 focuses on patterns and structures of formal, western-type education in selected African countries. Part 3 explores cross-cultural perspectives on American education. The contributors provide chapters of stimulating and rich perspectives that will engage the discourse on rethinking and reforming education and schooling for America’s diverse students.