Background
E-Learning users in China had grown at a rate of 25.0% in 2015-2016, and the number of e-Learning users has exceeded 130 million in 2016. The number of users who take e-Learning courses via mobile phone is growing at a rate of 85%, according to the 39th Report of Internet Development in China (CNNIC, 2017). In recent years, Chinese government has continuously issued policies to support the development of e-Learning. More importantly, Premier Keqiang Li pointed out the needs of expanding e-Learning for the first time in the 2017 Chinese Government Work Report (The State Council of China, 2017).
As a new teaching mode, e-Learning breaks the constraints of traditional teaching by providing access anytime, anywhere and fast communication. It breaks many restrictions of traditional teaching mode. Various forms of e-Learning are emerging, as citizens demand more e-Learning. The unique attributes of e-Learning and its diversified contents cannot only make individuals get access to education equally, but also better the allocation of educational resources.
Therefore, this study focuses on how e-Learning promotes knowledge democratization. It explains the essential role of e-Learning in propagating knowledge, providing access for people of different social classes, meeting the needs of different groups of people, and strengthening decision-making power in knowledge learning of the public. By analyzing the status quo of e-Learning in China, this paper elaborates on the significance and means of realizing democratization of knowledge and lists potential problems in an attempt to bring more attention to e-Learning for a better development and benefit more people with learning needs. It is expected that the development of e-Learning will be attracted more attention, and meet individuals’ learning needs.