Research Status and Trends of Online Learning Platforms in China
and Abroad
Jiaqi Guo and Wei Zhang
*
Beijing University of Technology, Institute of higher Education, China
Keywords: Online learning platform, Online learning, Social media, China, Review.
Abstract: As a tool which can’t be ignored in online teaching, online learning platform has always been the focus of
researchers. The variety of online learning platforms are rich and powerful, which is of great help to
teaching practice. There have been many researches on online learning platform in the past few years. In
order to ensure normal teaching during the epidemic period of COVID-19 in 2020, scholars' research on
online learning platform was pushed to a new height. At present, there are few reviews that classify the
online learning platform from the category. This paper classifies the online learning platforms in China and
abroad, and systematically combs the current research status of online learning platforms at China and
abroad from each category. The results show that the types of online learning platforms in China are mainly
divided into live broadcast form, MOOC form and APP form, in which more attention is paid to teaching
practice, teaching design and teaching reform. The types of abroad online learning platforms are mainly
divided into learning management system (LMS) and social learning network (SLN). They pay more
attention to the use effect, the prediction of students' learning behavior and the feasibility of the application
of social media in teaching. Future research can pay more attention to the use of social media software in
online teaching, so as to provide more possibilities for Internet teaching.
1 INTRODUCTION
As the support of online learning and blended
learning, online learning platforms widely appears
in teaching life and becomes a necessary tool for
auxiliary teaching. At present, the most widely used
online teaching platforms in the world are
Blackboard, Moodle and Microsoft Teams. In
China, online teaching platforms with more users
include Superstar Learning APP, Rain Classroom,
Tencent Meeting and so on. During the COVID-19
epidemic in 2020, as a tool to protect health and
maintain normal teaching activities, the online
teaching platforms attracted more attention in the
educational circles and promoted the related
research to a deeper level. Before the epidemic of
COVID-19, the research on the exploration of
online learning platforms paid more attention to the
effect of use and effectiveness of the platform.
Keith and Yoo (2018) tested the use of Google
classroom and found that the use of Google
classroom increased students' classroom
participation and made the classroom more
dynamic. Sadequle (2019) found that the use of
Google classroom can help teachers better complete
the teaching work and help better communication
between teachers and students. After the COVID-19
epidemic, people not only pay attention to the
verification of the use effect of the online teaching
platform, but also pay attention to the students' use
experience, the choice of online teaching strategies
and the feasibility of different types of network
communication platforms in teaching. Basania
(2020) surveyed students' views on Edmodo
software as an online learning tool, and found that
Edmodo enhances students' creativity, promotes the
development of interaction and communication
ability, and improves the activity of thinking.
Ngepathimo and John (2021) proposed that in the
online teaching during the epidemic period of
COVID-19, we should not only pay attention to
solve the technical problems such as network and
interface, but also promote the development of
students' critical thinking through reasonable
teaching and rational use of the functions of the
online learning platforms, so as to meet the learning
needs of the new normal period. Through the online
teaching of EFL students using Facebook, İbrahim
Guo, J. and Zhang, W.
Research Status and Trends of Online Learning Platforms in China and Abroad.
DOI: 10.5220/0011913600003613
In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 445-450
ISBN: 978-989-758-630-9
Copyright
c
2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
445
(2021) found that the vocabulary mastery of
students using Facebook was better than that of
traditional teaching. Through the above analysis, we
can find that the current research on the online
learning platforms is mostly direct research on the
platform, but lack of systematic classification of the
online learning platforms. This paper systematically
classifies the online learning platforms and reviews
the literature of the online learning platforms from
the category to help people understand the current
research trend of the online learning platforms. At
the same time, the categories and research focus on
online learning platforms in China and abroad are
compared to enrich the research on China online
learning platforms and provide more possibilities
for online teaching.
2 METHODOLOGY
In the form of literature review, this study
systematically combs the research of online learning
platforms in China and abroad, and grasps the
current research status and research progress. By
sorting out the relevant literature, the online
learning platform is divided into different
categories, and the literature is sorted out according
to the category, researchers can refer to the results
of this study to understand the current research
situation in the field of online learning platforms in
China and abroad, and to understand the similarities
and differences between Chinese and abroad online
learning platforms by comparing their respective
research emphases, and then put forward targeted
suggestions for improvement and improvement of
the future online education practice, in order to
obtain better online teaching results. The typical
research articles which are studied in this paper are
shown in table 1:
Table 1. Typical research articles studied in this paper
Author Name China or Abroad Research articles studied
E. B. Siahaan Abroad Students' Perception of Edmodo Use as a Learning Tool
E. Evgenievich
Egorov, etc.
Abroad
Moodle LMS: Positive and Negative Aspects of Using Distance
Education in Higher Education Institutions
J. H. Liang China
Research on the marketing strategy of Xueersi online education platform.
Modern Marketing (Business Edition)
J. Wu China Who should learn and think?. Invention & Innovation
J. H. Du China
Discussion on online higher Mathematics Teaching practice and Reform
based on "Super Star platform + Tencent Meeting"
K. R. Heggart, J.
Yoo
Abroad
Getting the Most from Google Classroom: A Pedagogical Framework for
Tertiar
y
Educators
M.Yu, etc. China Practice of online and offline mixed Teaching based on MOOC
M. S. Islam Abroad
Bangladeshi University Students' Perception on Using Google Classroom
for Teaching English
M. I. Mukhlif, A. a. I.
Challob
Abroad
Enhancing Vocabulary Knowledge among Secondary School EFL
Students by Using Facebook
N. Kadhila, J.
Nyambe
Abroad
Barriers to the Quality of Emergency Online Pedagogies in Higher
Education during the COVID-19 Pandemic: A Case Study from the
University of Namibia
N. Kerimbayev, etc. Abroad
Virtual educational environment: interactive communication using LMS
Moodle
R. Conijn, etc. Abroad
Predicting Student Performance from LMS Data: A Comparison of 17
Blended Courses Using Moodle LMS
V. Maphosa Abroad
A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery
during the COVID-19 Lockdown at a Zimbabwean University
X. H. Yang, T. Meng China
Application of Tencent Meeting combined with flipped classroom in
MBBS production Teaching under the epidemic situation. Health
Vocational Education
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446
X. Y. Wang, Y. Li China
Application of PBL Joint flipping Classroom based on Rain classroom in
Obstetrics and Gynecology Teaching under the background of epidemic
situation
X. X. Dong China
A study on the Application of blended Teaching based on "Rain
Classroom" in Pharmacolo
gy
case discussion
X. C. Hu, etc. China
Does China need mathematics education like "Xueersi online learning
APP"?
Y. Wang, etc. China
Design and practice of online flipping classroom Teaching Model based
on "SPOC+ Live"-- taking Internal Combustion engine course as an
exam
p
le
Y. Y. Xu, J. Li China
Blended Teaching practice of Foreign Architectural History course based
on Rain Classroom. Technology Win
d
Z. Li, L. B. Yu China
The Construction and Teaching effect of Engineering Chemistry SPOC.
Journal of Chemical Education
2.1 Research Question
The objective of this paper is to explore the current
research status of online learning in China and
abroad. By doing so, it is hoped that the advantages
and disadvantages of current situation could be
found and it could be a reference for the future
research in this area.
In order to clarify the focus of the research, this
paper puts forward the following research
questions:
Q1: What are the current researches on online
learning platforms in China?
Q2: Which aspects are the current researches on
online learning platforms in abroad?
2.2 Searching Strategy
In order to solve this research questions, this paper
uses the keyword “online learning platform” and
“online teaching platform” to search in ERIC and
CNKI. Through a comprehensive search of
keywords, to comprehensively obtain the research
literature about the online learning platform.
Literature retrieval is carried out in different
databases, among which abroad literature retrieval
mainly comes from ERIC. Chinese literature
retrieval mainly comes from CNKI.
3 RESULTS AND DISCUSSION
In the selection of literature, we select the categories
of educational research, publicly available journal
papers, conference papers and degree papers.
Respectively sort out and summarize the collected
Chinese and English literature to answer the two
questions raised above. Therefore, this section is
divided into two parts, one is the current researches
on online learning platforms in China, the other is
the aspects of the current researches on online
learning platforms in abroad.
3.1 What are the Current Researches
on Online Learning Platforms in
China?
At present, the research of online learning platform
has received great attention in China. By using the
CNKI to search the relevant literature, the results
are shown in Figure 1. It can be found that after the
COVID-19 epidemic in 2019, the number of
research on online learning platform and online
teaching platform increased significantly.Compared
with 2020, the number of related articles has
decreased in 2021, but on the whole, the research on
online learning platform is still the focus of
educational circles.
Figure 1 The number of related papers in CNKI from
2019 to 2021
The current Chinese research on the online
learning platforms can be summarized from the
following three categories:
One is the online course platforms for real-time
teaching in the form of live broadcast.
Representatives of this type are Tencent Meeting,
ZOOM and Ding Talk. In view of the above several
Research Status and Trends of Online Learning Platforms in China and Abroad
447
live broadcast as the main form of online education
platform, in the specific teaching, many scholars
have put forward their own thoughts on teaching
practice and reform. Du (2021) provides some
suggestions on online higher mathematics learning
based on Tencent conference from three aspects:
teaching organization, teaching resources and
teaching implementation. For MBBS production
teaching, Yang and Meng (2021) proposed to
combine Tencent conference with flipped
classroom, and found that this teaching model helps
to improve the learning performance of MBBS
students in all aspects. Wang et.al (2021) designed
the flipped classroom teaching mode of SPOC+ live
broadcast by combining nail with MOOC of
Chinese universities, and achieved good results in
teaching practice. Li et.al (2021) adopted the
teaching mode of SPOC teaching and live broadcast
of answering questions after class in engineering
chemistry class. It can be found that live online
learning platform is used more frequently,
especially during the COVID-19 epidemic, teachers
actively explore the integration of live broadcast
platform and online education in order to maintain
the normal order of education and teaching. In the
related research, more live broadcast platforms and
MOOC are used to form a flipped classroom, so as
to obtain better learning and teaching results.
The second is online learning platforms with
MOOC as the main form of high-quality resource
sharing. The representatives of this type are Chinese
University MOOC, Superstar Learning APP, and
Rain Classroom and so on. The research on MOOC
platform mainly focuses on the combination of
MOOC and traditional face to face classroom, the
reform and improvement of MOOC teaching design
and the promotion strategy of MOOC platform
interaction. Starting from the teaching aspect, Yu
et.al (2021) have done some research on the teaching
mode of the combination of online and offline
courses. Wang (2021), Dong (2021) and Xu (2021)
all combine Rain Classroom as the main online
learning environment with traditional offline courses
to explore hybrid applications in different
disciplines. This kind of MOOC online learning
platform is more likely to be combined with the
traditional classroom for blended learning or
teaching.
The third is online learning platforms based on
APP. The representatives of this type are Xueersi
online school, GOTU Classroom and APe
counseling and so on. With regard to this type of
platforms, the search results on CNKI are mostly
about its enrollment and business model, as well as
thinking about the popularity of online tutoring
APP. Taking learning and thinking as an example,
Liang (2020) analyzed the problems existing in the
marketing strategy of the learning and thinking
online learning platform, and put forward some
suggestions. In addition, scholars such as Wu (2017)
and Hu (2016) have thought about the learning
nature of online education APP, and analyzed
whether platforms such as Xueersi online school are
really "cultivating students' interest" as advertised,
or selling parents' anxiety and increasing students'
burden. It can be found that there is relatively little
discussion about online education and teaching.
This type of online learning platform is more like a
paid MOOC course, the audience is biased towards
primary and secondary school groups, and the
curriculum content is more targeted.
3.2 Which Aspects are the Current
Researches on Online Learning
Platforms in Abroad?
There is a lot of talk about the use and effect of
online learning platforms in abroad. Abroad online
teaching platforms are mainly divided into two
types. One is the platforms that belongs to the
learning management system (LMS), such as
Blackboard and Moodle. The other is platforms
belonging to social learning networks (SLN), such
as Edmodo, WhatsApp and Microsoft teams. The
change in the number of articles about LMS and
SLN in Web of Science from 2019 to 2021 is shown
in Figure 2. It can be found that, compared with
2019, the research on these two types of online
learning platforms has increased significantly in
2020 and 2021.
Figure 2 The number of related papers in Web of Science
from 2019 to 2021.
Learning Management system (LMS) platform,
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which is specially used for teaching, has a strong
pertinence. The use of LMS can help students
arrange web-based learning tasks and provide
electronic classrooms for synchronous and
asynchronous learning. Abroad scholars pay more
attention to the effect of use. For example, in
distance learning during the epidemic, Evgeny et.al
(2021) conducted a survey of freshmen to seniors
who had quarantined themselves during the
epidemic and found that the Moodle platform had
become an effective learning tool during the
epidemic, and the value of Moodle as a means of
participating in interactive communication and
learning in the educational process of learners has
increased.
In addition, this kind of LMS has a large number
of data of students' learning, and students' progress
in all educational activities can be observed through
the online learning tasks assigned in the classroom.
For the number of clicks on online courses, to a
certain extent, students' learning performance can
also be predicted. Taking Moodle as an example,
Rianne et.al (2016) compared 17 blended learning
courses using Moodle, the representative software
of LMS courses. The results show that although the
differences between courses are large and more
detailed theoretical reasoning is needed to obtain
generalized results. However, learning analysis can
still be used to analyze individual courses, to predict
student performance and to evaluate curriculum
design. Studies by Nurassyl et.al (2020) have
proved that Moodle is an advanced strategic
solution for planning, implementing and managing
learning activities, while the use of Moodle helps to
improve students' ability, motivation and learning
satisfaction. This type of online communication is
very attractive for both students and teachers.
Social learning network (SLN) is to apply all
kinds of social media software which is not
originally aim to used for education in online
education to attract students' interest, promote
communication, and gradually develop new usage
in education and teaching. In this part, scholars pay
more attention to the feasibility and teaching effect
of using it in online learning and face to face
teaching. In terms of feasibility, some scholars
believe that the use of some emerging social media
in online learning is a formal innovation, and there
are many benefits. Take Edmodo as an example,
Gürhan (2017) analyzes the use of Edmodo
software in the classroom from an academic point
of view. Through a questionnaire survey of 50
experts and scholars, it is found that although there
are some drawbacks in the use of social software,
Edmodo software is different from the traditional
social software (SNS) and rarely has the
characteristics of disturbing the classroom. At the
same time, Edmodo software supports the
organization and discipline in learning, and can give
students timely feedback and free communication.
Therefore, as a form of curriculum innovation,
future experts will still use Edmodo software for
teaching activities in the course. In terms of
teaching effect, take WhatsApp as an example.
Vusumuzi et.al (2020) used WhatsApp as the only
teaching platform during the epidemic, and 200
students were selected for questionnaire survey. The
results show that the students' attitude, behavior
intention and platform usefulness of using
WhatsApp are higher, indicating that the students
have a higher degree of use. Schools will easily
integrate the platform to enhance or subvert
traditional face-to-face courses. WhatsApp can
support learning in the 21st century through
autonomous, collaborative and learner-centered
education.
4 CONCLUSION
This study makes a systematic literature review of
the research on online learning platforms at China
and abroad. To sum up, the types of online learning
platforms in China are mainly divided into live
broadcast form, MOOC form and APP form of
online teaching platforms. Among them, scholars
pay more attention to teaching practice, teaching
design and teaching reform. Abroad online learning
platforms are mainly divided into learning
management system (LMS) and social learning
network (SLN). Among them, scholars pay more
attention to the use effect, the prediction of students'
learning behavior and the feasibility of the
application of social media in teaching. It can be
found that there are relatively rich types of research
on online education platforms abroad, including not
only professional education platform research, but
also focus on social media, which greatly improves
the possibility of learning platform. China online
learning platforms are all based on special web sites
or software. If you want to interact and
communicate, you must download the software or
log on to a specific web site. The complexity of the
login procedure and the convenience of the
application have a certain impact on students'
participation, completion and satisfaction in online
learning. Therefore, the future research on online
learning platforms can pay more attention to the
development and use of social media. Through
Research Status and Trends of Online Learning Platforms in China and Abroad
449
systematic carding, this study can help researchers
understand the types and research status of online
learning platforms, help teachers to correctly choose
a suitable online teaching platform, and make
rational use of the functions of the platform to
achieve better teaching results. This paper also has
some limitations, because the choice of literature
retrieval websites is limited, and the research results
are only produced by a few selected keywords, so
some articles may not be included. It is hoped that
in the future research, more reference papers could
be included to get a more comprehensive picture.
Online learning is developing fast worldwide,
especially after the appearance of COVID-19.
Therefore it is hoped that the comparison of online
learning research between China and abroad in this
paper could help to reveal the advantages and
disadvantages of online learning development in
different countries. More importantly, this paper
could provide a reference for the research and
reform direction in the future.
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