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90.2.1InteractionOne-waytransfermodeinonlineteaching,onlinecourseshavechangedinthepastbooks,newspapers,andotherprintedinformationaswellasradioandtelevision,andotherelectronicinformation,networkinformationcarrierswithtwo-waytransferfunction,thistwo-waycommunicationcanbesynchronousandasynchronous.LearnerscanreceiveeducationteacherscamethroughtheSendE-mail,orteachersintheformofreal-timechat,informationfeedbacktotheteacherteaching;teachersfeelfreetosendinformationtostudentstoconstantlyadjustandimproveteaching,topromotetheteaching[1].Sametime,learnerscanalsobethepublisherofthenetworkinformation,canimprovelearners’activeparticipationintheenthusiasmandsenseofaccomplishment,butalsothatawiderangeofevaluationmaybe.90.2.2OpeningNetworkcourses,duetotechnicalbreakthroughsintimeandspaceconstraints,showgreatopenness.Learnersatanytime,anyplacetoacceptanynetworklearning,theschoolhasgrownfromawalledentityintoaglobalcoverageoftheknowledgenetwork.Theonlinecourseswillnotonlyopenontimeandspace,itisopentoallindividuals;theindividualwouldnothavebeenshutoutduetofactorssuchasage,gender,race,openeducationinthetruesense.90.2.3CollaborationLearningsupportedbythenetworkbetterreflecttheadvantagesofcollaboration.Networkgroupsadministrator(usuallytheteacher)asthedominantfigureinthelearningprocess,toguide,promote,helpmembersofthegroup’scollaborativelearning,collaborativelearningamongitsmemberstostrengthenthecooperationbetweenthelearnerthesameabilityandspiritofexploration,notonlydeepeningtheunderstandingandknowledgetomastertheuseofgreatbenefit,butalsoimprovetheabilitytointeractwiththenetworkclassroom,abandonedthetraditionalclassroominasimpleman–machine‘‘stimulusresponse’’interactiveform.Ithassignificantroleinpromotingtheformationofthecultivationofthespiritofcooperationandgoodinterpersonal90.2.4PersonalizedInthefullyopennetwork,thelearnersaccordingtotheirneeds,retrievestudysubjects.Ineachsubjecthasawealthoflearningresources,learnerscombinethelearningsituation,therearecognitivelevel,andlearningcharacteristics,learningtoadaptlearningresources,self-pacedlearningthroughthenetwork.Theyarenotsubjecttothecontrolofthemainstreamcultureandconsciousness,accordingtotheirownexperiencesandperspectivestounderstandtheknowledgetodeveloptheirpersonality,anddevelopmentofinnovativethinking.90.2.5HypertextHypertextinonlinecoursesbreaksthetraditionaltextbookorganization,logical,linearsequencestructure,non-linear,non-structure,themeshstructureoftheteachingmaterials,whichisconsistentwiththeassociationcharacteristicsofthehumanmind,moreinlinewithhumanthinkingthecharacteristicsandreadinghabits.90.2.6MultimediaWiththedevelopmentoftechnology,networkprogramcanprovideasetofvideo,audio,audio–visualtechnologyasoneoftheonlinelearningenvironmentforlearnersricher,morerealistic,moreintuitive,andinteractiveforms.ExternalstimuliprovidedbyMultimediaareinfavorofobtainingandmaintainingtheknowledge,thecreationoftheproblemscenarios,andthusstimulatethinkinginspirationtopromotethecultivationofcreativethinking.1.交互性在网络教学中，网络课程一改以往书籍、报刊等印刷信息以及广播电视等电子信息的单向传递方式，网络信息载体具备双向传递功能，这种双向交流可以是同步的也可以是异步的。学习者可以通过发送E-mail或与教师实时聊天的形式接收教师传来的教育信息，也可以向教师反馈教学信息；教师则根据学生随时发送的教学信息不断调整和改善教学，促进教学。同时学习者也可以是网络信息的发布者，可以提高学习者主动参与的积极性和成就感，还可以为多元化的评价提供可能。2.开放性网络课程由于技术上突破了时空的限制，表现出极大的开放性。学习者可以在任何时间、任何地点接受任何网络学习，学校已经从一个有围墙的实体转变为一个覆盖全球的知识网络。网络课程不仅是时间空间上的开放，更是对所有个体的开放，个体不会因年龄、性别、种族等因素被拒之门外，是真正意义上的开放教育。3.个性化在充分开放的网络中，学习者可以根据自己的需要，检索学习科目。在每一门科目中，也有丰富的学习资源，学习者结合自己的学习状况，目前已有的认知水平，选择与自己学习特点、学习内容相适应的学习资源，自定步调地通过网络学习。同时他们又可以不受到主流文化和意识的控制，根据自己的经验和视角来理解知识，从而发展个性、开发创新思维。4.协作性网络支持下的学习更能体现协作的优势。网络群组管理员(通常为教师)作为学习过程中的主导人物，引导、促进、帮助小组成员的协作学习，成员之间的协作学习加强了学习者之间的合作共处能力和探索精神，不仅对问题的深化、理解和知识的掌握运用大有裨益，也提高了网络课堂的交互能力、摒弃了传统课堂中单纯的人机“刺激反应”的交互形式。对合作精神的培养和良好人际关系的形成也有明显的促进作用。5.多媒体化随着科技的发展网络课程可以为学习者提供一个集视频、音频、声像技术为一体的网络学习环境，使交互形式更丰富、更逼真、更直观。多媒体化提供多样的外部刺激，有利于知识的获取与保持，有利于问题情景的创设，进而激发思维灵感，促使创造性思维的培养。6.超文本性网络课程的超文本性打破了传统教材组织的逻辑性、线性顺序结构，以非线性、非结构、网状结构形式组织教材内容，这与人类思维的联想特征相一致，更符合人类思维的特点和阅读习惯。