Seamless Learning Research and Development in Jun Xiao Lamei Wang Hong Wang Zhimin Pan Open Shanghai Open Shanghai Open East China Normal University University University University China China China China [email protected] [email protected] [email protected] [email protected]

ABSTRACT As a new learning model in the digital era, seamless learning has developed rapidly in China in recent years alongside mobile learning and ubiquitous learning. The objective of this paper is three-fold: i) provide an overview of the research trajectory on seamless learning in China foregrounding its developmental process; ii) discuss the status of academic research in seamless learning; and iii) analyse two cases on seamless learning research. In China, most of seamless learning studies take place in higher education and lifelong learning. The research orientation of seamless learning mainly focuses on the theoretical foundations, design of seamless learning environment, and applications of seamless learning. Case studies in seamless learning research at Shanghai Open University (SOU) to foster lifelong education and higher education were analysed and presented in this paper. In lifelong education, functional design of supportive system and effects of learners' application were primary concerns. The system built in SOU integrating online learning and various learning resources enabled learners to leverage distributed learning resources and one-stop access services. This made it possible for students to learn with the Internet, mobile, IPTV and digital TV. Many other channels for seamless learning, diversification, personalized learning to meet users’ needs and built-in ubiquitous learning network. As for higher education, a WeChat- based Mobile learning ecosystem enabled teachers and students to easily participate in instructional activities anytime and anywhere. In the future, with emerging technologies, such as artificial intelligence and big data, seamless learning research in China may shift its focus to the combination of online and offline learning environments and active intelligent learning design. Author Keywords seamless learning, mobile learning, lifelong learning, ubiquitous learning INTRODUCTION In November 2014, Tencent, one of the largest Internet integrated service providers in China, put forward the slogan of "Connecting Everything" at the World Internet Conference, aiming to make Tencent a global internet connector. It is expected that in 2020, the number of things connected to the internet will be more than 26 times the human population. The 'connectivity' of everything thus makes the internet an important driver of future human development. With the continuous development of cloud computing, big data, the internet of things, mobile computing and other new technologies, the pace of informatization in the field of education is also accelerating. In this context, seamless learning has been researched by many scholars. At the same time, the Chinese government's education plans also reflect the importance of seamless learning. The national medium and long-term education reform and development plan outline (2010-2020) put forward a "modernization of education, and formation of a learning society by 2020" goal, to develop effective sharing, covering national digital instructional resources for all types of education at all levels and public service platforms, and to establish a lifelong learning network and service platform. The ubiquitous learning concept of "everyone, everything, all the time, everywhere" emphasizes that human learning is embedded in the daily work and living environment; displaying the characteristics of adaptability, authenticity, naturalness, sociality, and integration, and breaking down boundaries between formal and informal learning, school learning and lifelong learning (Han, Wang, & Zhang, 2015). There are many other names for seamless learning in China, such as ubiquitous learning, mobile learning, and everywhere learning. There are also many studies on seamless Learning in China, which tend to focus on mobile learning and u-learning. To some extent, these studies follow the same concept. Some researchers believe that ubiquitous learning covers seamless learning, and that seamless learning is a special form of ubiquitous learning. Other researchers (Chan et al., 2006) believe that the combination of seamless learning and mobile technology enables students to learn under different conditions at any time, and learners can thus combine and switch between different learning environments with the assistance of mobile devices. Seamless learning integrates formal learning and informal learning, provides the environment for a variety of teaching methods and activities, and forms a seamless platform for learning methods. It can be seen that China's research on seamless learning involves many fields. This paper analyzes and summarizes the state of research in seamless learning in China, and combines the practical case of seamless learning at Shanghai Open University to offer a comprehensive view for international researchers to understand research into seamless learning in China. SEAMLESS LEARNING IN CHINA'S DEVELOPMENT PROCESS Kuh (1996) first proposed the concept of a seamless learning environment in the field of higher education. With the continuous development of mobile technology, Chinese researchers believe that in a seamless learning space, students can easily and quickly switch from one learning environment to another using personalized mobile devices as a medium (Yu,

149 2003). In recent years, the research on seamless learning in China has become more and more diversified, and the level of research has also become more in-depth. This is reflected by the publication of numerous papers on seamless learning, the hosting of conferences and the rapid development of seamless learning technology. The Development Process of Seamless Learning Research and Academic Exchange This study used CNKI (China National Knowledge Infrastructure),the world's largest Chinese database as the retrieval source, and "seamless learning, ubiquitous learning and mobile learning" as the keywords to identify and analyze the literature from 2008 to 2018. The results show that in terms of the number of papers, in 2008, there were 111 papers on seamless learning in China and 1,229 in 2018. In terms of growth, the growth rate reached its peak in 2014, reaching 849 papers, 1.63 times the number of papers published in 2013. In terms of development trends, Chinese papers on seamless learning are on the rise as a whole. In 2008, the Shanghai Municipal Education Commission-sponsored innovative key project "research into the ubiquitous learning mode and its application for lifelong education", and the National Education Science "Eleventh Five-year Plan" 2008 "development and application of digital learning resources in ubiquitous learning" planning project, both advanced the development of seamless learning application research. In 2011, the 10th mobile and situational learning world conference hosted by Beijing Normal University was successfully held in Beijing. The keynote speech and special topic of the conference reviewed the structural model, key technology, resource model and innovative learning model of seamless learning spaces, is a new trend within mobile learning research and practice (Liu, Qiu, Yu, & Xi, 2011). In 2014, the Shanghai International Conference on Ubiquitous Learning, co- sponsored by the National Committee of UNESCO China and Shanghai Open University, was held at Shanghai Open University. The conference theme was ubiquitous learning: opportunities, challenges, and countermeasures. It attracted nearly 200 representatives from over 20 countries. In 2018, the 22nd Global Chinese Conference on Computers in Education (GCCCE) discussed the topic of creating a one-to-one mobile and seamless learning environment, innovative practice examples of mobile and ubiquitous learning, learning effect analysis, ubiquitous learning activity design and other such topics. The convening of these conferences has strongly promoted the development of seamless learning in China. The rapid development of seamless learning and accompanying research is also inseparable from the development of the internet of things, cloud computing, big data and other new technologies. In addition, with the construction of smart cities in China and the advancement of smart education, seamless learning will also generate new research fields. The Development Process of Seamless Learning Technology Seamless learning is facilitated by mobile technology and smart devices, enabling learners to switch back and forth between different scenarios and maintain the continuity of learning. The development of seamless learning technology in China can be broadly divided into three phases: i) the seamless switch between different terminals; ii) the organic integration of different learning environments and resources; and iii) the establishment of a seamless learning system (Dong, Liu, Han, 2016). The first phrase is mainly focused on enabling “seamlessly switch” between different devices. With the advent of computers, mobile phones, and other devices, and the transformation from network transmission to wireless communication, which makes learning less limited by time, space and equipment, and provides an opportunity for innovation of learning models. By leveraging the convenience and mobility of learning devices to push and transfer learning content and resources, learners can learn purposefully and selectively anytime and anywhere harnessing the affordances of learning software and the variety of built-in functions on their mobile devices. In the second phase, with the continuous development of mobile technology and the emergence of a large number of handheld devices, the learning environment and resources present a complex and diverse mix. This requires the organic integration of different learning environments and resources to provide a one-stop learning services for learners and achieve the expected learning effects. The third phase is accompanied by a variety of maturing learning technology and different functional types of smart devices have emerged from the learner's perspective. This stage of seamless learning technology emphasizes different devices and platforms for seamless switching, and requires seamless learning modes where different learning goals apply to different learning tasks and resources, to realize the seamless application of resources to different situations and tasks. ACADEMIC RESEARCH INTO SEAMLESS LEARNING IN CHINA Following the classification method of seamless learning research proposed by Xia and Li (2012) and taking account of the current state of research in China. this study approaches the subject from three key aspects: i) the basic theory of seamless learning; ii), the design of seamless learning; and iii) the application of seamless learning. Research on Seamless Learning Focusing on Basic Theories Focusing on basic theory is the foundation of seamless learning research. Domestic theoretical research on seamless learning generally focuses on the definition, structure, and strategy of seamless learning as a whole. First of all, seamless learning in China accentuates the continuity of the learning process supported by smart devices. Yu, Peng and Zhu (2017) believe that seamless learning integrates learning processes in different contexts through smart devices, and flexibly integrates into multiple teaching modes during the learning process, enabling learners to seamlessly convert under multiple learning tasks; Wang (2018) believes that seamless learning requires learners to be able to switch back and forth between different learning scenario scenes (formal and informal context)and maintain the continuity of learning. In the process of switching from one learning context to another, smart devices are used as the mediator, and the ultimate goal is to cultivate learners' autonomy.

150 Second, in terms of the structure of seamless learning, Zhu and Sun (2015) advocated a macro perspective i.e., seamless learning consists of three parts, namely, a technical environment, teachers and students, among which the technical environment provides scientific and technological support for seamless learning, and the students are the subjects of the seamless learning environment. Yu et al. (2017) constructed a three-layer structure of seamless learning, which includes the seamless learning environment, seamless learning process, and seamless learning experience. Finally, in terms of seamless learning strategies, Liu and Wang (2014) classified seamless learning strategies into cognitive strategy, affective strategy and action skill-based strategy by referring to bloom's (1956) taxonomy of educational objectives, and explored the application and effect of seamless learning strategies. It can be seen from these studies that in China, research into seamless learning generally emphasizes the continuity of the learning process supported by intelligent mobile devices and focuses on the creation of learning conditions and learners' learning experiences. Research on Seamless Learning Focusing on Design The design of seamless learning is its core. Only by carefully designing each link in the learning process can learners achieve better learning results. At present, the research on seamless learning design in China mainly focuses on resource construction 、environmental design and system design. First, in terms of seamless learning resources, domestic research places emphasis on the study of systems and model building ( Xia & Li, 2012). As an example, aimed at addressing the problem of learner interaction in a seamless learning environment, Li and Liu (2009) proposed a social interaction support model on the basis of a computer-supported seamless learning system and the concept of social interaction. On the other hand, Xiao, Jiang, Xu and Yu (2015) constructed a learning production-oriented seamless integration learning space design model including formal learning and Informal learning, individualized learning and socialized learning, guiding the seamless learning practice of Shanghai Open University. Second, in terms of the design of a seamless learning environment, Lu, Yin and Zhang (2016) contended that the seamless learning environment comprises seven elements: i)learning community; ii)teaching community; iii)learning activities; iv)learning resources; v)learning tools; vi)learning conditions; and vii) learning evaluation, and they propose a design model of the seamless learning environment. Based on seamless learning across time and space and the characteristic "flipped" course structure of a flipped classroom, Zhou, Yao and Gu (2017) conceptualized a language learning framework involving a seamless flipped environment. Finally, in terms of the design of seamless learning systems, domestic scholars typically focus on adaptive learning management systems with an adaptive search engine as the core (Liu & Zhao, 2011), personalized learning evaluation systems based on process information (Chen & Yang, 2016) and adaptive learning systems (Cao & Wang,2012). In short, research on seamless learning focusing on design tends to focus on the construction of learning models from different perspectives including learner interaction, learning conditions and learning effect. The design of seamless learning systems typically reflects the perspective of learners, with more emphasis on the adaptability of the system. Research on Seamless Learning Focusing on Applications The applied research on seamless learning represents the application of seamless learning theory and is an important means by which to test seamless learning design research. Under different learning conditions, applied research can be divided into application combined with classroom teaching, application combined with open education and application combined with MOOCs. First, the combination of seamless learning, classroom teaching and the improvement of traditional learning methods represents the primary focus of seamless learning research. Meng (2010) proposed the construction of a multimedia-network English teaching system based on ubiquitous learning theory and Zhong, Yang and Zhang (2015) proposed the application of ubiquitous learning in Chinese international education. These studies explored the application of seamless learning for a specific subject teaching mode. Second, looking at the combination of seamless learning and open education, Shanghai Open University has designed and built an open teaching digital laboratory, equipped with a wealth of information, transmission and sensor equipment, to meet different learners needs under different learning conditions (Xiao et al., 2015). In addition, the China University of Petroleum has developed its pilot project "China University of Petroleum Online" ubiquitous learning online course resource system to meet learners' personalized access needs for learning resources (Sun, 2015). Third, looking at the combination of seamless learning and MOOC research, scholars such as Jun Xiao present a model based on activity theory using learner analysis, learning objective design, mobile learning environment interaction design and mobile tools to select and improve on five dimensions following analysis of the learning system. A mobile MOOC design model is developed within a ubiquitous learning environment and is based on the WeChat public "small school" platform (Xiao, Qiao, Xu, & Yu, 2017). Overall, seamless learning as a new field of study in China has already formed the focus of research on the basic theory, resources, and environmental design and practical application. In respect of the literature research level, it can be seen that in China research is concentrated on the study of seamless learning in higher education and lifelong education, and that research into seamless learning theory and practice has delivered huge change to traditional classroom teaching lifelong education and MOOC education. CASE STUDY OF SEAMLESS LEARNING PRACTICE AT SHANGHAI OPEN UNIVERSITY Shanghai attaches great importance to the development of ubiquitous lifelong learning and has issued a number of policy documents. The 13th Five-year Plan for Shanghai Education Reform and Development proposes a networked, digital, personalized and lifelong learning service system to support the construction of a learning society where "everyone can learn, anywhere and at any time". The key development project Outline Shanghai Medium - and Long-term Education

151 Reform and Development Plan (2010-2020) proposes to "integrate all kinds of learning websites, platforms and resources to provide citizens with all-round and personalized lifelong learning services such as online learning, personalized learning recommendations and lifelong learning archives. "Supported by modern information technology and making use of distance learning and open education, Shanghai Open University mainly provides university education for adults. It has set up 40 branch schools and teaching centers in the city, supported by government, industry and social resources, to provide comprehensive learning support services for students. "The Lifelong Learning Online Learners Persona Survey showed that more than 60% of all online learners use mobile apps, on-line learning through WeChat, browsers and other means. Thus, with the technological advances and the rising popularity of mobile apps and their consistent use, the use of different devices for seamless learning has become the norm in online learning. This paper presents two seamless learning case studies at Shanghai Open University supporting lifelong education and higher education. In terms of research methodology, the design of seamless learning platform is premised on the concept model of seamless integrated learning space proposed by Xiao (2015), which supports multiple learning modes composed of the cross dimensions of formal learning and informal learning, personalized learning and socialized learning, and adapts to the seamless switching of learning modes with technical support. The case design of this study will introduce two key examples of Shanghai Open University engaging in the process of developing an open and ubiquitous intelligent education service system, being the "seamless learning platform for lifelong learning" and the "WeChat mobile learning platform ". In addition, the learning platform of the two cases evaluate the learning experience of some learners in the process of practice and adopt the form of a questionnaire survey to test the use effect of the learning platform and the satisfaction degree of learners. Case 1: A Seamless Learning Platform for Lifelong Learning The seamless learning platform for lifelong learning makes use of cloud services and is based on a seamless learning resource center for lifelong education. Using the internet, a two-way satellite, digital television, mobile learning and a variety of channels, it offers a multi-channel seamless learning platform, providing citizens with two types of seamless online learning, online autonomous learning, and guided learning. The design of the seamless learning platform for lifelong learning includes four levels, as shown in Figure 1.

Figure 1. design framework of a seamless learning platform for lifelong learning 1.Design of the Seamless Learning Data Center Layer Based on cloud computing and big data, the seamless learning data center layer provides virtual allocation, scheduling, and management services in respect of computing and storage resources for lifelong learning. A core database and data service center for shared public education information services will be established to realize high-speed intercommunication using the internet, mobile devices, digital TVs, satellites and other channels. 2.Design of the Seamless Learning Resource and Result Center Layer

152 The seamless learning resource and achievement center layer includes the seamless learning resource center and the seamless learning achievement center for lifelong education. The seamless learning resource center is a set of high-quality and sustainable resources. It integrates existing high-quality learning resources to ensure that learners can timely browse high-quality digital learning resources using different devices and under different conditions and using different learning modes. The seamless learning achievement center records online learning function. It also offers credit authentication and recording, and allows credit information transmission to the credit bank. It links online learning through data transmission and credit authentication with the credit bank to provide seamless and continuous tracking across multiple platforms to ensure that learning outcomes are saved. 3.Design of the Large-scale Intelligent Learning Platform Layer (1) Platform functional design for seamless learning The platform provides complete course learning functions, including course search, data browsing, course tracking records and other functions. It provides learners with supporting activity information inquiry functions, browsing capabilities, registration assistance and other functions. Online team platforms, provide functions including team and topic inquiry, forum messaging and topic answers for each sub-portal and subsystem of the platform. The learning map provides information regarding offline learning sites and courses and allows users to search for learning sites and courses by geographical location. The sharing platform provides users with various interactive functions to enhance communication between students and friends. The Yuedu system provides users with online electronic books and learning support services. The information module provides a variety of learning information services. The search system provides a search function covering all resources of the platform and uses relevant indexes for various platform resources. (2) Learning model design for seamless learning The online autonomous seamless learning environment is guided by the need to offer a service model. Through the integration of different learning terminals, resources and strategies to match different end terminal devices it allows learners in schools, communities, families, work environments, and even those accessing remotely and via other informal learning methods continuous access to learning resources to achieve a seamless transfer of knowledge. The greatest difference between guided online learning and autonomous online learning lies in teacher participation and teacher-student interaction. Guided online learning emphasizes the leading role of teachers for distance learners and offers one-to-one or one-to-many tutoring. It also offers small collaborative learning conference rooms for hire and the use of educational technology and equipment for online learners' offline communication needs in addition to personalized learning path planning and study guidance. (3) Social activity design for seamless learning The platform provides social interaction within the seamless learning environment from three aspects: building a learning team, developing learning activities and creating a learning circle. The aim is to improve the efficiency and depth of seamless learning and accompanying social activities. The first aspect is the formation of a learning team. The learning teams are flexible. Depending on the learning theme or individual learning interest, the formation of learning teams can be online or offline. Learning team members communicate with each other on any problems encountered, give each other solutions and share learning experiences. The second aspect is the development of learning activities. Learning activities are derived from the learning needs of lifelong learners, such as health care, legal knowledge, and photography. The forms of learning activities include course recommendations, expert lectures and knowledge competitions. Finally, regarding the construction of learning circles, learning and learners' interests are closely linked. Learning circles not only provide learners with an interactive discussion platform but by also employing professionals as learning circle moderators, learners' questions can be professionally answered. They can also summarise and discuss the content of the learners' interactions and facilitate the seamless connection between interactive discussion and formal study. (4) Support service design for seamless learning Learning support services are a form of construction mode which is people-oriented and learner-centered. First, the needs of learners should be fully considered at every link of supporting service design, so that learners are best able to use the services provided. Second, for learners, a seamless learning platform represents a large online learning supermarket, with "one-stop" access to educational resources from different sources. Finally, a three-dimensional "learning teams/learning activity/learning circle" interactive mechanism is constructed to harness learners' enthusiasm and reduce loneliness among online learners through various activities, learning circles and lectures. 4. Portal Access Layer Design The lifelong learning-oriented seamless learning portal grants access to a public service platform, providing learners with a rich, personalized, experience of the learning portal. The portal integrates various application system services, using a variety of learning networks and resources. Depending on the learner's preference, the platform can deliver information to a learner’s desktop, providing quick access to the resources and services, so as to improve the application system, resource utilization, and user satisfaction.

153 Case 2: A WeChat Mobile Learning Platform The development of wireless networks and the popularity of smart terminals have encouraged the vast number of teachers and students who hope to be able to access teaching activities seamlessly regardless of time or location. It is hoped that more advanced mobile learning capabilities and more comprehensive content can offer more flexibility to arrange learning times. WeChat is Tencent's instant messaging service for the smart terminal of the free application. WeChat’s active accounts in 2018 reached more than 1 billion, with more than 410 million audio and video calls being made a day. WeChat has become an indispensable social tool, and many Chinese students are eager to learn online through a WeChat terminal. Based on this demand, Shanghai Open University is building a WeChat-based mobile learning platform to connect to existing applications of the university and achieve the integration of online and offline functions. A function design diagram of the WeChat mobile learning platform is shown in figure 2. Its functions mainly include the following:

Figure 2 WeChat mobile learning platform architecture diagram 1.Full Audience and Full Terminal All teachers, administrators, researchers, students, and other participants can enter the seamless learning space through this platform. The WeChat mobile learning platform gives full consideration to the demands of teachers and students for the ability to run courses on WeChat. The platform offers micro websites, micro matrixes, alerts, teaching assistants, cloud classes, class groups, a service hall, live broadcasting, result inquiry, contacts and speech, and other functions. The learning platform also includes existing PC terminals and mobile apps, interactive large screens, network portals, integrated teaching machines and IOT terminals among other devices. All terminal devices are integrated through the micro portal to form a unified application platform. 2.Seamless Integration of Learning Platforms The seamless integration of the WeChat mobile learning platform is mainly concerned with three aspects: the internal learning platform, external learning platform, and data integration. The public accounts and internal accounts of each unit and branch are combined to form a unified operation platform with all users, all applications and all accounts. Outside the mobile learning platform, it has good inclusive support and connectivity with the online academic learning platform (PC side), open course learning platform (PC side) and intelligent learning center, so as to facilitate seamless learning. When learners browse each application, they rely on the underlying data fusion support provided by the unified data interface, and the behavioral data and result data generated by the user's activity will also be migrated with the user. This solves the problem with the original systems which were isolated from each other and were therefore, unable to interact. The WeChat mobile learning platform integrates internal applications and provides continuous access to various new learning applications through the micro portal, so as to seamlessly integrate online learning with offline learning and build a seamless learning ecosystem. 3. Implementation of Full Learning Cycle Service The WeChat full-learning cycle service realizes the integration of the application system of the whole-learning cycle of academic education including enrolment, teaching, learning, practice, and evaluation. On "admissions", learners can use "media direct" to synchronize Shanghai Open University news with mainstream news media or access the Shanghai Open University website for more information. Those within the University’s system, can still access the automated admissions system in public and jump to the admissions page. In respect of "teaching", users can directly access the "learning platform" for course selection and learning through the micro portal on WeChat, and can also interact with the smart learning center by accessing the application. In respect of "learning", students can learn remotely through direct access to the "learning

154 platform", and they can also interact with smart hardware, participate in activities and sign in by accessing the application on WeChat. In respect of "practice", students can directly access the "learning platform" for remote learning, online homework, and practice exercises. They can also interact with smart hardware by accessing the application on WeChat. In respect of "evaluation", students can directly access the "learning platform" for remote evaluation, online questionnaires, performance review and so on. It should be noted that in each link of the "enrolment, teaching, learning, practice and evaluation" cycle, an AI teaching assistant can be accessed to assist students at any time. Findings and Discussion Seamless learning at Shanghai Open University has achieved some success in the informal learning field focusing on lifelong learning and the formal learning field focusing on academic study. The seamless learning platform for lifelong learning focuses on four groups (the elderly, parents, white-collar workers, and migrant workers) as its target audience and promotes the application of resource learning for all citizens. By such means, it can meet the personalized learning needs of many different types of learners. The platform selected 117 primary and secondary school teachers using the platform to conduct a questionnaire survey on seamless learning experience. Descriptive statistical analysis showed that in the learning attitude, very positive learners accounted for 66.67%, and relatively positive learners accounted for 30.77%; In terms of easy to learn, 41.88% of learners think that it is very easy, 41.88% of learners think that it is relativelyly easy; in terms of learning satisfaction, 49.58% of learners think very satisfied, and 44.44% of learners think that they are relatively satisfied. In general, learners maintain a positive learning attitude towards the platform and believe that the platform is easier to learn, and they more satisfied with the learning platform. Seamless learning at Shanghai Open University emphasizes not only informal learning that supports lifelong learning, but also formal learning based on its mobile teaching platform. The most prominent advantage of WeChat-based learning is convenience. It enables students to learn, test and practice their knowledge online anytime and anywhere. The platform sampled and selected 69 adult higher education learners who used the platform to conduct a questionnaire survey on the WeChat-basedseamless learning experience. The descriptive statistical analysis shows that 69.57% of the learners think the teaching content presentation mode based on WeChat is very suitable for them, and 24.64% of the learners think it is quite suitable. 56.52% of learners think that the classroom atmosphere in WeChat learning process is very active, 34.78% of learners think that it is active. 52.17% of learners were very satisfied with the use of WeChat teaching tools, and 39.13% are satisfied. 55.07% of learners are very satisfied with WeChat teaching effect, and 37.68% of them are satisfied. In general, learners believe that the wechat mobile learning platform has strong applicability, tools are easy to use, and learning effects are better. Due to some functional limitations of WeChat itself, it is hoped that more management application functions can be transferred to the mobile terminal in the future, so as to achieve seamless learning, management, and data analysis. SEAMLESS LEARNING SUMMARY AND OUTLOOK Seamless learning is a relatively new research field. At present, Chinese scholars have formed a research system focusing on theoretical research, environment and resource construction, and practical application of seamless learning. The theoretical and practical study of seamless learning has brought about great changes to the forms of learning in traditional classroom teaching, open education, MOOC and other fields. China's Education Modernization 2035 has proposed a commitment to "build a modern education system serving lifelong learning for all", realizing the seamless connection of all kinds of education, and building a networked, digital, personalized and lifelong education system. With breakthroughs having been made in the mobile internet, cloud computing, wearable devices, big data, and other technologies, as well as the rapid development of artificial intelligence and the wider internet, ubiquitous learning, as distinct from traditional education, will become more prevalent. First, the rapid development of situational awareness technology, sensor technology, personalized recommendation, and other technologies, will permit the construction of a seamless learning environment which will continue to match technological developments and become more intelligent. Second, research on seamless learning will place more emphasis on the collaborative development of seamless learning resources, technology, theoretical research and support services, so as to create a seamless learning ecosystem. Finally, the development of seamless learning will help "build a modern education system serving lifelong learning for all". This will in turn help realize the seamless connection between all kinds of education, via a networked, digital and personalized lifelong education system, helping to build a learning society where everyone can learn, anywhere and at any time.

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