Students' Perception of E-learning on a Continuing Early Child Development Course in China

E-learning has considerable flexibility in developing its accountability for instruction activities, so long as the perception is that e-learning is accessible and is successfully implemented. The emergence of information and communication technologies (ICT) has risen the new epoch in higher education for asynchronous and synchronous instructional activities and coursework. Synchronous activities in instruction indicate that several curriculum events operate at the same point in time; asynchronous means that events do not occur at the same time. E-learning is the unifying term that describes the fields of online learning, web-based training, and technology-delivered instruction. It is the convergence of the Internet and learning, or Internet-enabled learning. This study began to measure the effectiveness of e-learning format in a continuing course. The study were 495 students, 280 ones enrolled an continuing educational course at e-learning platform as experiential group and 175 students enrolled the same course delivered by the same instructor in traditional face-to-face environment as control group of a public Yunnan Normal University in China in spring, 2015. Participants in the full study were students in several sessions of the course. All students including experiential group or control group in this study required to participate in all classroom activities. The results of this case study suggest that students' achievement in this participating class is not different between e-learning format and face-to-face environment. This makes sense what the almost equal outcome was performed in e-learning environment. Learning is effective when the presentation of knowledge allows learners to both retain knowledge and easily apply it.