This study took innovative perspectives in studying the college students’ online identities in China. Three modes of online identities were found to satisfy the participants’ different needs, which indicate the principle of what is lacking tends to appear online. The logic of ‘imagination–reflection circle’ explains these online behaviours and show the ‘rationality’ in choosing among different identities to fulfill the users’ different needs according to different online settings. The college students showed a better control of themselves compared with their period of adolescences. Under this situation, most of the online experiments are beneficial to these college students, except when the transition between different identities is difficult.

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The Internet has provided a new context for the exploration of the concept of identity. Different identities were expressed on different online settings, which indicates the feature of ‘situational selves’ of online identities. By comparing the differences among WeChat identity, Weibo identity and offline identity, more examples were introduced not only to explain ‘situational selves’, but also the ‘rationality’ in choosing among different online identities.

The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.

As a new model of "Internet + Education", inter-university study has played a huge role in sharing university resources and providing personalized learning. However, inter-school study is still in the development stage, and there are still factors in the model that affect the improvement of teaching quality and professional ability. To this end, starting from the implementation effect of inter-school learning, taking curriculum satisfaction and professional improvement as two indicators to measure the effectiveness, and analyzing the factors affecting the implementation of curriculum in the process of inter-school learning from the four dimensions of students, teachers, courses, and platforms Then, from the perspective of feedback, suggestions and measures for optimizing the inter-school study mode, improving the quality of courses and improving the professional ability of students are put forward.