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Identifies the policy’s starting point and divides evolution into four stages: pilot exploration, standard development, transformation, and governance improvement. Highlights three policy characteristics including alignment with the times, a shift from single management to multiple governance, and broader coverage. 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Findings: This study identifies the starting point of China’s online education policy and divides its development into four stages: namely, the pilot exploration stage (1999–2002), the standard development stage (2002–2012), the transformation stage (2012–2017), and the governance improvement stage (2017–present). Policy development reflects three characteristics: the need to meet the requirements of the times, shifting from a single management to multiple governance approach, and developing from one object for some people to one object for everyone. Current policy focuses on regulating institutions, content, and products, as well as guiding social capital to participate in online education.  \nOriginality/Value: This study systematically analyzes the development of China’s online education policies, discerns policy characteristics, and identifies current policy priorities. In doing so,  \nCorresponding author:  \nYu Jiang, National Center for Educational Technology, Peking University, Fuxingmennei Street No.160, Xicheng District, Beijing 100031, China.  \nEmail: [jiangy@moe.edu.cn](jiangy@moe.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nthis study enhances our understanding of the current status and potential needs of online education in China so as to promote its development from the perspective of education policy and governance.  \nKeywords  \nChina, education policy, online education, policy change  \nDate received: 16 July 2020; revised: 12 January 2022; accepted: 30 March 2022  \nIn 2020, the COVID-19 pandemic resulted in schools around the world prohibiting in-person classes and asking 1.5 billion students to engage in online education from the safety of their homes. In China, which has the largest educational volume in the world, more than 200 million students had to study at home, with tens of millions of teachers forced to transition to online teaching. This move has had profound effects, with China’s online education effectively supporting the learning of nearly 300 million teachers and students. In addition to promoting online education within China, the shift to online learning during the pandemic served to push the Massive Open Online Courses (MOOCs) into the mainstream of global higher education. It has also accelerated the development pace of China’s higher education, with China now a leading force able to provide “Chinese solutions” or “Chinese experiences” to other countries via advances in large-scale online education.  \nHowever, despite attracting significant attention, China’s online education is driven by capital and overtly chaotic. Indeed, aft","cbCaieuaw5NMADvL","https://ap.wps.com/l/cbCaieuaw5NMADvL","pdf",965901,28,"English","# Abstract\n## Purpose and methods\n## Key findings and policy stages\n## Policy characteristics and current priorities\n# Background and context\n## Definition of online education\n## Origins and early policy framing\n## COVID-19 impact and regulation response\n# Policy themes and governance focus","[{\"question\":\"What research method is used to study China’s online education policy?\",\"answer\":\"The study employs a textual research method to analyze online education policymakers, policy content and influence, and related policies and regulations.\"},{\"question\":\"How does the study divide the evolution of China’s online education policy?\",\"answer\":\"It identifies four stages: pilot exploration (1999–2002), standard development (2002–2012), transformation (2012–2017), and governance improvement (2017–present).\"},{\"question\":\"What policy characteristics does the study highlight?\",\"answer\":\"The study highlights three characteristics: meeting requirements of the times, shifting from a single management approach to multiple governance, and expanding the policy object from some people to everyone.\"}]","Review of China’s Online Education Policy - Article | PDF",1792092514,71]