An overview of e-learning in China: History, challenges and opportunities

Abstract

The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.

How Course, Contextual, and Technological Challenges are Associated With Instructors’ Individual Challenges to Successfully Implement E-Learning: A Developing Country Perspective

“…For example, Kyzy et al [16] pointed out that the lack of online education experience of instructors is one important factor that may affect their use of e-learning in a blended learning context. Another study conducted by Wang et al [29] found that culture, the uneven level of information literacy, the lack of favorable e-learning environments, and the lack of_mechanisms for resources construction are the main challenges of e-learning implementation and adoption. In addition, Kisanga and Ireson [30] indicated that poor interface design and software, inadequate support, lack of knowledge, teachers' resistance to change, and other financial constraints are the main barriers for the implementation of e-learning or the adjustment of existing e-learning initiatives.…”

“…Interventions provided by the organization (to provide immediate support to both instructor and student) can potentially improve the continuity of e-learning in the higher education institutions [7], [31], [52], [53]. However, the low level of support from the university would discourage individuals from using the e-learning system [29]. The support provided for instructors could be through the provision of technical, training, motivation, and commitment to the e-learning system [54].…”

Integration of ICT Skill Among Vocational School Teachers: A case in West Java, Indonesia

“…Age groups of 55-year-old teachers or more n = 11 (6%) of the total respondents, followed by 50-54 years, amounting to n = 9 or (5%), (45-49) years totaling n = 21 (11% ), next, followed by (40-44) years totaling n = 26 (14%), (35-39) years totaling n = 25 (14%), (30)(31)(32)(33)(34) totaling 39 (21%) and (20-24) years totaling n = 17 (9%). The teacher's working period (1-5) year is n = 74 (40%), (6-10) years is n = 51 (28%), (11)(12)(13)(14)(15) years is n = 31 (17%), (16)(17)(18)(19)(20) years totaling n = 15 (8%), (21-25) years totaling n = 2 (1%), (26-30) years totaling n = 5 (3%) and (31+) years totaling n = 7 (4%) of the total number of respondents as many as 185 people. While the biggest teacher academic qualifications are S1, which amounts to n = 153 (83%) followed by S2 totaling n = 23 (12%) and D3 totaling n = 9 (5%).…”

“…Therefore, ICT is the main key that can open the way for the global education system to improve students' knowledge and abilities. The use of ICT in education also raises a variety of learning models and methods, including network learning, multimedia education, online and open education, and blended learning [20].…”

“…The advantages of ICT in the development of student learning through presentations prepared by the teacher can be managed to obtain the latest knowledge and information that will refer to teachers and students and can improve the school management system as a substitute for traditional teaching and management methods. One of them is the development of e learning [20], which offers students new methods to obtain, process and produce information, and thus offer new forms of engagement for multimedia tutors, students and administrators, online and open education, and blended learning.…”