This chapter examines the development and implementation of online learning and teaching at scale in Chinese higher education, tracing the evolution from early “education informatization” initiatives to the widespread adoption of Massive Open Online Courses (MOOCs). The chapter analyses China’s dual-delivery framework, where online and on-campus education operate independently, often resulting in online education being perceived as “second-class.” However, the advent of MOOCs in 2013 has transformed this landscape, with Chinese institutions successfully incorporating national characteristics into these courses and positioning them as high-quality alternatives. Through detailed case studies, the chapter explores critical aspects of learner support in scaled online education. Key findings reveal that video design principles significantly impact engagement, with shorter videos and full-screen presentations proving more effective. The research demonstrates that Chinese learners exhibit distinct interaction patterns, reflecting traditional educational values. The chapter introduces innovative concepts such as “collective attention” as a metric for understanding learner engagement and proposes that online learning, while seemingly “free,” carries significant attention costs. The analysis reveals that successful online learning depends on effective attention management and strategic resource allocation within learning ecosystems.