







































 

 

 

 

 

 

Whether the School Self-Developed e-Learning 

Platform is More Conducive to Learning during 

the COVID-19 Pandemic?

Daxiang Dai,
1
 Xuyue Xia

2
 

 
1. Tangquan Middle School, Nanjing 210000, Jiangsu, China 

2. Nantong University, Nantong 226000, Jiangsu, China 

 

Abstract. The school self-developed e-learning platform can provide 
students with real and non-real-time learning resources based on its 
personalized learning properties like self-owned teaching conditions and 
levels. Meanwhile, it is beneficial to students’ independent study and 
academic performance. During the COVID-19 pandemic, schools in 
China adopted e-learning platforms to conduct online teaching, whereas 
the efficacy of these online teaching platforms was not definitely known. 
It is necessary to review their effectiveness, especially for those devel-
oped by schools themselves. A total of 417 of 7th and 8th graders from 
two middle schools in Nanjing, Jiangsu Province were enrolled with 208 
in the experimental group and 209 as the comparisons. The primary out-
come of the study was students’ academic performance. The results 
demonstrated that: (i) the online platform-based self-learning was con-
ducive to students’ grades; (ii) school self-developed e-learning platform 
was more effective in improving student achievement than other non-
school self-developed ones. 

Best Evid Chin Edu 2020; 5(1):569-580. 
Doi: 10.15354/bece.20.ar030. 

Keywords: COVID-19; E-learning Platform; Learning Effect; Middle School

 

 

 
 

About the Author: Daxiang Dai, Advanced Teacher, Tangquan Middle School, Nanjing 210000, Jiangsu, China. 
Email: 447604856@qq.com; 
Correspondence to: Xuyue Xia, Master’s Candidate, School of Educational Science, Nantong University, Nantong 
226000, Jiangsu, China. Email: 616636896@qq.com. 
Conflict of Interests: None. 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 570 

ITH the rapid development of communication and information technology, 

China has been giving more expectations to education informatization, and 

set up higher requirements for the construction of educational resources 

(Chen, 2019). In 2012, The Ministry of Education of China (2016) clearly stipulated in 

the “Ten-Year Development Plan for Educational Informatization (2011-2020)”, i.e., 

Build an educational cloud resource platform, bring hundreds of companies and 10,000 

teachers and students together to develop excellent resources. In the same year, China 

held the first National Education Informatization TV and Telephone Working Confer-

ence, which clearly defined the purpose as “Three connections and two platforms” 

(Three connections mean schools connected with broadband network, classes connected 

with high-quality resource, and people can communicate in network learning space; The 

two platforms refer to the connection between public service platforms for educational 

resources and public service platforms for educational management and future devel-

opment of Chinese education informatization (Liu, 2012). In June 2016, the “The 13th 

Five-Year Plan for Education Informatization” issued by the Ministry of Education clar-

ified the focus of education informatization, which was to achieve the coordinated de-

velopment of public service platforms and strengthen the ability of information service 

in teaching and management: Innovation of the construction and application model of 

“Day Day Up” platform, for serving classroom learning to supporting network-based 

extensive learning, improving the application level of education informatization, and 

deepening the integrated development of information technology and education (The 

Ministry of Education of China, 2016). On April 13, 2018, the Education 

Informatization 2.0 Act issued by the Ministry of Education proposed three transfor-

mation: (i) from dedicated resources to large resources; (ii) from improving students’ 

application ability to information technology to technological literacy improvement; (iii) 

from application integration development to innovation integration development. By 

2022, China proposed to reach the development goals of “three comprehensiveness, two 

height, one largeness”. The “one largeness” herein refers exactly to the establishment of 

a large platform of “Internet + education” (The Ministry of Education of China, 2016). 

Under this background, students’ learning cloud platforms have been springing up in 

China. 

Tangquan Middle School in Nanjing, Jiangsu of China has been exploring an 

independent learning model for students based on the Internet environment. After years 

of practical accumulation, a unique network teaching platform model has been formed 

and achieved remarkable results. During this COVID-19 pandemic, our school actively 

responded to the call of “School is Out, But Class is On”, and all students have adopted 

our self-developed network platform for self-study. To further discuss the effectiveness 

of the school’s network platform, we proposed to obtain scientific evidence through a 

rigorously designed experimental study to evaluate its use. 

The Origin of the Experiment 

The education and learning cloud platform is the development of cloud computing in 

the field of education (Lv et al., 2017). It is the basic structure of future education 

W 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 571 

informatization, and develops along with technology. It includes all hardware compu-

ting resources. After virtualized these resources, they can provide a good platform for 

educational institutions, educators and students (Zhang & Wu, 2010). The school self-

developed learning platform refers to a platform developed by three parts of schools, 

teachers, and parents together with a full consideration of both school and student con-

ditions, so as to provide an equal and free learning environment (Lin, 2016). 

Under the normal teaching conditions, no significant change occurred in many 

cases, i.e., e-learning platforms were only used as assistant means of teaching and sup-

plementary means of learning, although the government advocated helping students 

learn through the Internet and issued a series of related policy documents (as mentioned 

in the introduction) to change the learning method and enhance the learning efficacy (Ni 

et al., 2010). Therefore, it was difficult to see whether e-learning platforms were condu-

cive to learning. 

At the end of 2019, COVID-19 pandemic broke out. Due to its impact, teachers 

could not teach normally. Therefore, The Ministry of Education of China issued the 

document regarding “School is Out, but Class is On” in January 2020, which clearly 

stated that providing a variety of high-quality online teaching resources through coordi-

nating and integrating national, local and school-related teaching resources that are 

available for selection (The Ministry of Education of China, 2020). In response to the 

call of the Ministry of Education, local government in Jiangsu had issued relevant coun-

termeasures and built an “Internet + Education” model (Jiangsu Provincial People’s 

Government, 2020), and in Zhejiang, the government issued “Guidelines for the com-

prehensive implementation of online teaching in elementary and middle schools during 

the postponed period of spring semester” (The Department of Education of Zhejiang 

Province, 2020), etc. It was proposed that all elementary and middle schools should 

implement online teaching by following the requirement of “School is Out, but Class is 

On”, and encourage students to use the online learning platform during the pandemic. In 

order to better understand the use of the online platform, the Teaching and Research 

Office of Zhejiang Province organized a survey of middle and high school students that 

had a total of 558,982 participants. The survey showed that 96.0% of the students were 

involved in the online teaching activities organized by the school, and about 88.6% of 

them considered that they really wanted to participate in online courses and receive 

teacher’s guidance (Teaching and Research Office of the Department of Education of 

Zhejiang Province, 2020). In addition, the Education Bureau of Zengcheng District of 

Guangzhou Province also conducted a survey on the online teaching for 155 schools. 

The study included 125,047 students, and 60% of them expressed experienced a good 

learning of the platform (Southern Metropolis Daily, 2020). 

In term of the online learning, other countries have already implemented earlier 

than China. Caleb Phillips in Boston, USA first suggested a private correspondence 

course through email, although the first electronic distance education could be tracked 

back to 1920s that was performed through radio. The emergence of the Internet had 

caused a transformation of the distant education (Clark, 2020). The Clinton Administra-

tion of the USA announced in 1996 that it would broadly establish education on the 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 572 

Internet, they set the goal as before 2000, every classroom and every library should be 

connected to the Internet (Zhang & Wang, 2008). Since then, studies started to observe 

the effectiveness of e-learning. Erik et al. (2008) found that as long as teachers had a 

better understanding of students, they could adapt online courses to the needs of stu-

dents and maximize their success in online learning. Klaus (2003) believed that e-

learning platform was an integrated educational technology with e-learning. Through it, 

learners can participate in the construction of learning and can make progress in explo-

ration and discussion in order to achieve a multi-angle and comprehensive understand-

ing of knowledge (Garrison & Terry, 1998). 

In China, Lin (2019) pointed out that the online learning platform has the fol-

lowing benefits: (i) it provides a technical foundation for cooperative learning. (ii) it 

makes teaching more targeted on the contents. (iii) it reduces the peer pressure and im-

prove student participation. Further, Lu (2020) believed that the combination of online 

learning platforms and classroom teaching had greatly stimulated students’ learning 

initiative, effectively improved their ability to use words, and gradually realized the 

student-centered transformation of classroom teaching. Wan (2016) believed that the e-

learning platform developed by the school itself had a positive effect on Biology class. 

For example, in terms of the learning situation, it had reliable and accurate data; in 

terms of homework, it can be more targeted, reduce unified test papers, and carry out 

targeted personalized guidance; in terms of increasing interest, some students were 

more willing to complete homework on the Internet, they felt very cool. 

Therefore, the online learning platforms have become the main tool for many 

schools to implement the reform of autonomous learning for students. Meanwhile, the 

school self-developed e-learning platforms achieved teacher-oriented teaching and stu-

dent-oriented learning. In comparison, the public e-learning platforms lack of personal-

ized property that only rely on the so-called standardized resources and tools. 

In previous studies, factors like teacher guidance and the help of educational 

institutions were not ruled out. At the same time, no practical evidence shown whether 

the school self-developed learning platform was more conducive to learning. So this 

study observed the online learning platform developed by Tangquan Middle School in 

Nanjing, Jiangsu Province as the primary intervention variable, and discusses the fol-

lowing questions: (i) Can the use of modern educational technology promote learning? 

(ii) Is the school self-developed online learning platform more conducive to learning 

over the public-developed ones? 

Methods 

Purpose 

As mentioned earlier, the use of e-learning platforms for teaching is a widespread phe-

nomenon in elementary and middle school in China currently and is considered as an 

effective means to achieve student-centered learning. However, due to the difference in 

learning conditions in different schools in various regions, not all schools can use the 

same platform, i.e., some use public platforms, but some use independently developed 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 573 

by schools themselves. Under this background, the main purpose of this study was to 

investigate whether the e-learning platform developed by schools is conducive to stu-

dent learning. 

Subjects 

We selected 7th and 8th graders
1
 from two schools in Nanjing, Jiangsu Province as the 

subjects. Two hundred fifteen students from Tangquan Middle School were set as the 

experimental group and another 210 from another middle school were set as the control. 

In the experimental group, the school used its own educational cloud platform for teach-

ing, while in the control group they used the public service platform of Jiangsu Educa-

tion Resource as online teaching. 

In order to better control the influence of students’ preconditions and pre-test 

differences on the results; we first controlled variables such as the students’ family 

background etc. After obtaining the pre-test results, we matched the data for the exper-

imental and the control, and matched the participant sample according to the students’ 

total scores of Chinese, mathematics, and English. After deleting the samples with miss-

ing testing, finally obtained 7th grade with the experimental group 98 samples and the 

control group 100 samples, 8th grade with the experimental group 110 samples and the 

control group 109 samples. 

The two schools participating in the study were all public schools with good 

reputation. There are no significant differences between them in terms of teachers, stu-

dents, and school hardware conditions. 

Primary Outcome 

The experimental test tool was a unified standardized test prepared by the Teacher De-

velopment Center of Pukou District, Nanjing. The staff who prepared the testing is rich 

in teaching experience, so it can guarantee the testing had good reliability and validity. 

The pre- and post-test of the three courses of Chinese, Mathematics and English were 

unified. These scores were the primary outcomes for evaluating the effectiveness of the 

self-developed online platform versus the public ones. 

Intervention 

In China, learning platforms are roughly divided into three categories. The first catego-

ry is developed by the Ministry of Education or other local governments; the second 

category is developed by different companies; and the third category is developed by 

schools. Although the national and local governments and companies had put a lot of 

effort into the development and construction of the platforms, the first and second types 

are difficult to realize personalized learning for each student. 

The intelligent cloud network learning platform developed by the school was 

the primary intervention of this study. It mainly included five parts: smart teaching, 

smart learning, smart growth, smart management, and smart training. These were dif-

ferent from the content of the online platform used in the control group. The obvious 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 574 

difference was that the core content provided by the smart teaching platform by 

Tangquan Middle School was the teaching resources developed by the school; the most 

important thing was the preparation of personalized teaching plans according to factors 

such as students’ learning status and cognitive level. The control group used the Public 

Service Platform of Jiangsu Educational Resources, and the teaching was conducted as 

live broadcasting following the exam outline, it did not have any school self-developed 

resources. 

During the COVID-19 pandemic period, Tangquan Middle School in Nanjing 

established a special working task. The school leaders and all teachers were carefully 

planned and arranged. Before the lesson, the room-teacher published the schedule on 

the teaching platform, other teacher issued the resource list and learning requirements, 

which guided students to preview and upload the preview results in time. After the class, 

the teacher reviewed and graded the homework, and did Q & A with individual counsel-

ing on the platform in time (Dai & Lin, 2020). 

Procedure 

This experiment was planned from the end of January 2020, officially started at the be-

ginning of February and ended at the end of April 2020. At the planning stage, the two 

schools first identified the participating students, and through matching and comparison, 

to ensure that the basic situation were the same and no significant difference between 

them; Second, coordinated the teaching content and progress, and trained the teachers 

for both groups to ensure that the use of the online learning platform met the study re-

quirements; At last, prepared the materials and determined the specific flow of the study. 

From the beginning of February to the end of April 2020, it was the experi-

mental implementation phase, which lasted 13 weeks. During this stage, the two schools 

taught according to the platforms they chose. Before and after the experiment, pre- and 

post-tests were taken. For the experimental group, the teachers can accurately take good 

control of the learning situation, and put different requirements for different students 

according to their learning ability to carry out personalized teaching. 

Results 

A total of 208 samples from the experimental group and 209 from the control group 

were valid for analysis. Prior to the study, in order to ensure the consistency of the 

learning level of the students in the two groups, a unified test was taken. The analysis of 

the test results is shown in Table 1. 

Before the study, all participating students from both schools used classroom to 

learn. For the three courses analyzed, independent sample t test was performed using 

SPSS20.0. The t value of the Mathematics was the smallest, 0.591 versus 0.314, and the 

t value of the Chinese was the largest, 0.806 versus 1.013. There was no significant dif-

ference in the three courses between the two grades indicating both groups were compa-

rable. 

 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 575 

After weeks learning, statistically significant differences were observed in all 

three courses for the scorings (p < 0.05). In this analysis, the test effect was expressed 

as a standardized mean difference (Cohen’s d) as: 0.2-0.5 means small difference, 05-

0.8 indicates medium difference, > 0.8 means big difference. From this data, Chinese 

and English of the 7th graders had a moderate effect size (0.5 ≤ d < 0.8), and Mathemat-

ics showed small effect amount (0.2 ≤ d < 0.5). For all three courses, the 8th graders 

showed small effect size (0.2 ≤ d < 0.5). From the point of difference between the pre- 

and post-test scores of both groups, the difference of the post-test effect is much larger 

than that of the pre-test, indicating that the difference between the two groups is signifi-

cantly increased (Table 2).  

Discussion 

Can Modern Educational Technology Promote Learning? 

The integration of modern educational technology and education has always been a top-

ic of great concern. Sivin-Kachala Jay (1994) observed the impact of modern educa-

tional technology on students’ learning methods and academic performance pointed out 

that modern educational technology had a great influence on students’ learning methods 

and achievements. The correct and reasonable use of educational technology in teaching 

can better stimulate students’ interest; it can broaden their horizons, increase their 

knowledge, and cultivate their innovative ability. Zhao (2015) mentioned that the use of 

modern educational technology can improve the quality and effectiveness of infor-

mation input, strengthen the authenticity of communication and feedback, and create 

more opportunities for researchers, a good opportunity to study the language learning 

process. 

From these, it is easy to see that the combination of modern educational tech-

nology and education can effectively promote students’ academic performance. At the 

same time, China has always maintained a supportive attitude towards the application of 

modern educational technology. In order to advocate it, the government had successive-

ly issued “The Ten-Year Development Plan for Educational Informatization (2011-

2020)”, “The 13th Five-Year Plan for Educational Informatization” and “The Educa-

tional Informatization 2.0 Act” and a series of policies (The Ministry of Education of 

China, 2012, 2016, 2018). Under the guidance of these series of documents, China had 

achieved the construction of education informatization 1.0, that is, the construction of 

“Three connections and two platforms”. It was precisely because the national education 

informatization had achieved certain results that when the state issued the “School is 

Out, but Class is On” through the online e-learning platform” (The Ministry of Educa-

tion of China, 2020). 

Through our data, we believed that Internet education technology has been be-

coming a common way of changing school education, and it will change students’ 

learning behavior and promote the innovation of education methods. This to large ex-

tent guarantee the performance of “School is Out, but Class is On” during the COVID-

19 pandemic. 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 576 

Table 1. Pre-Test Scores. 

Grade Course Group Mean SD t p Cohen’s d 

7th 

Chinese 
Exp. (n=89) 75.051  5.844  

0.806 0.421 0.115 
Ctrl. (n=100) 74.145  9.499  

Mathematics 
Exp. (n=89) 75.286  10.404  

0.591 0.555 0.084 
Ctrl. (n=100) 74.190  15.179  

English 
Exp. (n=89) 74.296  10.831  

0.783 0.435 0.111 
Ctrl. (n=100) 73.095  10.761  

Total 
Exp. (n=89) 224.633  17.856  

1.067 0.287 0.152 
Ctrl. (n=100) 221.430  23.890  

8th 

Chinese 
Exp. (n=89) 75.186 8.104  

1.013 0.312 0.137 
Ctrl. (n=100) 73.862 11.032  

Mathematics 
Exp. (n=89) 78.236 18.963  

0.314 0.753 0.042 
Ctrl. (n=100) 77.505 15.261  

English 
Exp. (n=89) 77.359 10.195  

0.880 0.380 0.119 
Ctrl. (n=100) 75.922 13.720  

Total 
Exp. (n=89) 230.782 29.340  

0.899 0.370 0.122 
Ctrl. (n=100) 227.289 28.138  

Note: Exp.: Experimental Group; Ctrl.: Control Group. 

 

 

 

 

 

Table 2. Post-Test Scores. 

Grade Course Group Mean SD t p Cohen’s d 

7th 

Chinese 
Exp. (n=89) 71.184 8.791  

4.577 0.000 0.651 
Ctrl. (n=100) 63.360 14.511  

Mathematics 
Exp. (n=89) 70.398 13.014  

3.416 0.001 0.486 
Ctrl. (n=100) 63.180 16.480  

English 
Exp. (n=89) 70.898 13.823  

3.543 0.000 0.504 
Ctrl. (n=100) 62.655 18.524  

Total 
Exp. (n=89) 212.480 24.517  

5.493 0.000 0.781 
Ctrl. (n=100) 189.195 34.231  

8th 

Chinese 
Exp. (n=89) 71.991 9.243  

3.499 0.001 0.473 
Ctrl. (n=100) 61.766 29.208  

Mathematics 
Exp. (n=89) 74.473 27.489  

2.159 0.032 0.292 
Ctrl. (n=100) 66.583 26.575  

English 
Exp. (n=89) 73.536 13.297  

2.437 0.016 0.329 
Ctrl. (n=100) 65.041 34.026  

Total 
Exp. (n=89) 220.000 30.262  

3.602 0.000 0.487 
Ctrl. (n=100) 193.390 71.276  

Note: Exp.: Experimental Group; Ctrl.: Control Group. 

 

 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 577 

Is the School Self-Developed Online Learning Platform More 

Conducive to Learning? 

Most domestic researches in China tend to study the adaptability of e-learning platforms, 

the construction and application strategies (Chen, 2019; Zhu, 2020), and rarely study 

the conducive effect on students’ learning. Ye (2019) proposed a hybrid teaching based 

on cloud platforms. It was no longer centered on teachers and teaching materials. 

Teachers no longer had a single evaluation of learning, so they can understand students 

comprehensively and provide targeted guidance to promote the positive development of 

their learning. Liu (2020) showed that the emergence of a new learning approach such 

as an online platform had enhanced the diversity and flexibility of learning and im-

proved the traditional classroom teaching, and constructed an independent learning en-

vironment for students. Outside of China, studies on whether online learning platforms 

conducive to students’ learning were also carried out. Wang et al. (2002) studied the 

impact of learning effectiveness of giving advice to learners in the online learning envi-

ronment, and concluded that giving learners guidance and advice at the right time could 

help improve the quality of learning. Zhou et al (2020) believed that students’ self-

directed learning were conducive to the improvement of their academic performance. 

Yao et al. (2020) found that the effect of live teaching was better than the recorded 

teaching. Professor John Palfrey of Harvard Law School (2003) commented on the blog 

as one of the e-learning platforms: “Blog makes communication between teachers and 

students more convenient and effective, and achieves unprecedented effect in teaching 

and learning.” Robinson (2008) studied the effectiveness of network platforms for 

learning at a technical level, and proposed that asynchronous communication technolo-

gy could let learners have more time to learn critically and reflectively, which was more 

conducive to promoting the development of their higher-level thinking skills in the use, 

analysis, summarization and evaluation of knowledge. Therefore, it is easy to see that 

compared with the traditional classroom teaching mode, in which the teacher is the 

main body of the teaching activity and the student are in a passive state of receiving 

knowledge that ignores their characteristics of active cognition and the individual dif-

ferences and needs (Ye, 2019), whereas e-learning platform is conducive to learning by 

providing students with more specific, suitable learning choices, and especially the 

school self-developed online learning platform is more conducive to learning than the 

public-developed ones. 

The Value and Deficiency of the Experiment 

In previous studies, the effectiveness of the online learning platform was established in 

normal teaching activities, and this study was conducted under the background of the 

COVID-19 pandemic, so it excluded the factors for teacher guidance and counseling in 

educational institutions, and its results have positive significance for the upcoming us-

age of online teaching platforms for future teaching. 

However, we need to point out the limitations of this study. First, this study 

was that the sample size was not that big. Second, because the students study at home, 



Dai & Xia. School Self-Developed e-Learning Platform During COVID-19 Pandemic. 

Vol.5, No. 1, 2020 578 

the related variable could not be completely controlled. So in future studies, further im-

provement in the accuracy of the study design is necessary. 

Conclusion 

This study showed that (i) under the environment of “School is Out, but Class is On”, it 

is feasible for students to learn independently, and (ii) the school self-developed e-

learning platform based on its personalized learning resources can significantly improve 

students’ academic performance. Based on these, we suggest that schools and teachers 

should use online teaching platforms selectively. With the development of online teach-

ing platforms, there are many online teaching platforms available on the market, so 

schools and teachers should choose them carefully. 

In sum, the e-learning platform should be based on the school’s learning situa-

tion and fully considered the differences in student learning have more significant im-

pact on students’ performance. Therefore, when schools and teachers do the online 

teaching, they should consider the actual situation of the school and choose the optimal 

one that is suitable most to students. 

 

 

 

 

Note: 
1. The 7th and 8th graders are the last two years of the middle school. 

 

 

 

 

How to Cite: Dai, D., Xia, X. (2020) Whether the school self-developed e-learning platform is more 
conducive to learning during the COVID-19 pandemic? Best Evid Chin Edu, 5(1):569-580. Doi: 
10.15354/bece.20.ar030. 
 

 

 

 

 

 

 

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Received: 03 April 2020 
Revised: 17 April 2020 

Accepted: 29 April 2020 
 

 


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