adaptive learning, blended Learning, distance education, e-learning tools, e-learning, higher education


The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.


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Author Biographies

Kateryna P. Osadcha, Bogdan Khmelnitsky Melitopol State Pedagogical University

Doctor of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Informatics and Cybernetics

Viacheslav V. Osadchyi, Bogdan Khmelnitsky Melitopol State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Head of the Department of Informatics and Cybernetics

Oleg M. Spirin, SIHE "University of Educational Management" of NAES of Ukraine

Doctor of Pedagogical Sciences, Professor, Corresponding Member of the National Academy of Educational Sciences of Ukraine, Vice-Rector for Research and Digitalization


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How to Cite

Osadcha, K. P., Osadchyi, V. V., & Spirin, O. M. (2021). CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA. Information Technologies and Learning Tools, 85(5), 208–227.



ICT and learning tools in the higher education establishments

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