Faced with the outbreak of the pandemic, Chinese government quickly postponed the opening of schools and advocated "classes suspended but learning continues" project through online learning. In order to understand the teaching effect of online learning and explore a possible transformation of the application of educational information technology in the future, questionnaires have been used in this study to collect data of students, principals, and teachers across China. Most students and principals are satisfied with online learning, while teachers suggest that it is considerably difficult to teach online. Meanwhile, students, schools, and teachers are facing problems, including insufficient adaptation to online learning methods, poor learning quality, imperfect information infrastructure, insufficient learning resources, and so on. Based on the results, the authors propose to explore systematic solutions to guarantee a fair and high-quality development of online teaching. For one thing, the whole education system must ensure the fairness of learning conditions, encourage all-round development, and promote school-home cooperation. For another thing, it is necessary to clarify the connotation of online learning, guarantee the construction of information infrastructure, provide training in information technology and classroom management capabilities, and improve the evaluation system of online learning activities. [For the complete volume, "Annual Review of Comparative and International Education 2021. International Perspectives on Education and Society. Volume 42, Part A," see ED674941.]