Online education is not binding. Online education can only increase explicit control by strengthening binding force, but implicit binding force is actually more important, which cannot be realized online. Because there is no sense of reality online, the binding force we feel will be greatly weakened. At school, the tense atmosphere, the people on the road are in a hurry, and the students stay up late to study hard. There is no pressure to study at home, and the environment is comfortable, which is lack of internal binding force. 2. Online courses overemphasize large-scale open online courses and weaken the role of teachers. An important role of teachers is to impart knowledge, but in the practice of many schools, teachers are lazy. In the massive open online courses, teachers completely give up the teaching function for teachers, and teachers no longer teach themselves. To some extent, this shows that university teachers attach importance to scientific research and neglect teaching. Some people say that you can learn knowledge by reading. If you can really learn knowledge by reading books, what is the point of being a teacher? Teachers can make it easier to learn knowledge and make students take fewer detours. 3. Network problems still limit the development of online education. In the past six months, we often encounter bad network signals and power outages. In this place of my home, once the power goes out, there will be no internet. Curriculum learning is closely linked. Once a link can't be heard because of network problems, obviously we can't keep up with the follow-up courses. This is a big problem, which requires the joint efforts of practitioners and scientific and technological personnel in the network industry to make the network faster and more stable and to accommodate a large number of data streams at all times.