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The purpose of this paper is twofold: first, to introduce the overall situation of online teacher training in China, and then to analyze some typical state level e‐training projects; second, to describe the problems that most teacher training agencies (TTAs) have. Also, this article presents the background, process and achievement of a practical model – e‐Training Community (eTC) – which integrates the advantages of professional organizations and TTAs.

This article reviews literature related to Ministry of Education (MOE) policies and general reviews or reports about China's teacher e‐training. The case study approach is applied in this study. The e‐Training Community is a particular cooperative model developed by the Distance Education College of East China Normal University. A survey and interview are applied to gain deep understanding of this model.

E‐learning is an effective way for teacher education in China to meet the challenge of massive and routine training. The recent projects initiated by MOE show that the trend of e‐training is on the right track. However, China's teacher e‐training still has a long way to go because most TTAs still do not have the ability to implement e‐training by themselves. The eTC model presented in this article shows its strength in solving this problem.

The development of distance education needs professional guidance. How to integrate professional strength of universities and practical strength of local agencies is key to improving the overall quality of teacher e‐training.

This article introduces and analyzes the eTC model, which is a creative model in the field of distance education in China. This model is a good example for professional organizations to push the e‐learning practice.

The purpose of this paper is to set the context for the papers in this Special Issue, which explore the state of e‐learning in China. It introduces relevant topics such as the imbalanced development between the Eastern developed region and the Western undeveloped region and the fact that a large number of students who graduate from senior secondary schools cannot go to reputable universities, which drive the development of e‐learning in China. With rapid economic development, China now has the ability to provide better infrastructure and other necessary conditions for schools and universities. E‐learning is believed to be a promising approach since it offers students ways to interact with experienced teachers or professors. The Chinese government has initiated a number of national projects to set up or upgrade the infrastructure in schools, and a number of Chinese online schools and distance education colleges have been established to offer various e‐learning programs.

This article introduces the case studies that comprise this special issue on e‐learning in China.

The use of information and communication technologies in education is at different stages in China. This review presents a clear picture on the development of e‐learning in China and the challenges it currently faces.

The paper summarizes the form of e‐learning form China. This information is useful for policymakers, administrators and teachers.

The state of e‐learning in China is under‐represented in Western educational technology journals.

This paper aims to present a picture of the past and the present status of the Distance Education College (DEC) of East China Normal University (ECNU). It describes what the DEC has achieved in each phase, and probes into some essential problems that the DEC has attempted to solve.

This article provides a comprehensive description of the development of the DEC by following a case study method.

The DEC goes through three stages. In the first phase, a teacher‐focused policy and disciplined management are formed. In the second phase, a quality‐first policy is emphasized, and two training modes are developed: the human‐centered management mode and the trainee‐oriented training mode. In the third phase, the DEC initiates further innovation and uses a new platform.

ECNU has witnessed and participated in the development of modern distance education in China. It remains successful in developing distance education. The effort made by the DEC well showcases the overall development and growth of modern distance education in China.

This article presents the development of the DEC and will help readers understand the developmental process of distance education colleges in China.

The purpose of this paper is threefold. First, it provides an overview of the demand, capacity and challenges of teacher education in China. Second, it highlights the significant contributions of China Central Radio and TV University (CCRTVU) to teacher education in the last three decades. Finally, it discusses challenges and issues for e‐learning as a new form of distance education for upgrading qualifications and promoting professional development of teachers and principals in remote, rural schools.

As a case study, this paper analyses CCRTVU's infrastructure and operational structure, and its unique position to bridge teacher education institutions and integrate educational resources.

When CCRTVU moves from TV broadcasting to e‐learning, it offers new and innovative forms of professional development for millions of school teachers and principals, and accompanying new challenges.

The paper suggests that rigorous research should be conducted to address what works and how to reach teachers and school principals in remote, rural areas.

The purpose of this paper is two fold. First, it presents the developmental stages and running modes of K12 Online Schools in China. Second, it illustrates online education practice, its current status, and the use of ICT in online schools. The experiences and lessons learned from the development of the K12 Online Schools are presented, and suggestions are summarized for the sustainable development of the schools.

This study reviews relevant literature and uses questionnaires to collect information from the Beijing No. 4 Online School, which is a representative sample of K12 Online Schools.

K12 Online Schools have experienced three stages: the initial stage, the adjustment stage, and the steady stage. There are multiple modes of running K12 Online Schools in China. The schools mainly deliver their courses through a satellite‐based TV net or the internet. The main teaching and learning strategy is still lecturing. Teacher training is critical for improving and assuring the quality of online courses.

The rapid development of ICT can propel K12 Online Schools to maturity. However, more emphasis should be put on learner support and teachers' professional development.

This article summarizes K12 Online Schools practice and their current status in China. It will help in understanding the current development of online education in China and the challenges it faces.

This paper aims to first, examine teachers' conception of e‐learning and second, is to reveal how e‐learning is applied in teaching and learning in the field of Chinese higher education.

Various issues are reviewed in the instruction part, i.e. e‐learning applications in China, research and practices of e‐learning. The methodology applied in this study is phenomenography. Twenty‐four Chinese participants were interviewed in‐depth based on a protocol developed in the planning stage. The interviews are analysed from a grounded theory perspective and a set of conceptual categories are proposed.

Five categories, i.e. the centrality of the lecture, online cooperation learning, network learning, student learning, and infrastructure and access are identified in terms of the phenomenographic study. The findings demonstrate that the traditional teaching methods that dominate in China are unlikely to present conditions for mainstreaming e‐learning in the near future.

Traditional Chinese teaching culture still dominates in higher education, and teachers' conceptions do influence their teaching behaviours. Therefore, a training programme could be developed based on the categories of teachers' conceptions of e‐learning.

This study helps us to understand how Chinese teachers understand e‐learning and how they utilise e‐learning in their teaching and learning.

E‐learning has been applied in pre‐service teacher training for many years. The purpose of this paper is to present the use of e‐learning in a pre‐service teacher training course and discuss the relevant issues involved.

The article reviews literature related to instruction design, and e‐learning concepts and practice. A survey is conducted, the course having been offered for two years.

The use of e‐learning in this pre‐service teacher training course is successful because it achieves the expected goal. The self‐study ability of pre‐service teachers is improved. Learners also participate actively. However, further improvement needs to be done in curriculum design teacher support.

This paper integrates theories and practice. It shows a sample of applying e‐learning into a course for pre‐service teacher education. This blended approach is new in the context of China.

The purpose of this paper is to identify the current trends in and future prospects for distance education in primary, secondary, and higher education in China.

This article reviews relevant literature and cases, and explores the current situation of distance education in China.

The use of information and communication technologies (ICT) in education is at different stages in China. There are three main forms of distance education practice in China based on executing agencies, target students, and goals.

The paper summarizes characteristics of each e‐learning form in China. This information is useful for policy makers, administrators and teachers.

This paper classifies major practice models of e‐learning in China and defines different forms according to their own characters definitely.

The purpose of this paper is to explore how to design a web‐based course in the context of China for self‐directed learning from four perspectives – i.e. pedagogical, psychological, social and technological – and also to summarize the design principles for the web‐based course.

The paper reviews literature related to: self‐directed learning, with a view to bringing out its capabilities and capacities for use in a web‐based environment; theories and pedagogies of learning with a view to imbuing them for the design of web‐based courses; and challenges of the design of web‐based courses with a view to gauging its acceptability.

The development of a successful web‐based course needs to focus on multiple perspectives — pedagogical, psychological, social and technological – in order to contextualize it for learner‐centeredness. The results show that the course designed based on these dimensions was flexible, useful and welcomed.

This paper describes a conceptual framework for designing a web‐based course from four perspectives and also presents a series of design principles for a web‐based course.