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Research and Practice in Seamless Learning: Past, Present & Future-United States Perspective

World Conference on Mobile and Contextual Learning,


The intersection of seamless learning and mobile learning is less a distinct and more blurring concept (Wong et al, 2015). Outside formal learning environments such as PK-12 and universities, people are spending higher levels of time learning less formally (Greenhow & Lewin, 2016). Some use social media platforms to share ideas and engage in conversations. Social media is the means for a more authentic short-term or extended levels of seamless engagement, rather than a pre-determined timed interaction, such as a school day for PK-12 students or a lecture for university course which in many cases are an artificial learning environments to learn and teach (Webster, 2016). With mobile technologies and social media, learning is a seamless action where the boundaries between formal and informal learning disappear, focusing on the students comfort level to learn (Panke, 2019). The charge for the paper was to provide conceptual seamless mobile learning examples used by organizations and higher educational institutions in the United States. While not a comprehensive summary, the paper highlighted some programs and projects of seamless mobile learning at various levels of government, nongovernmental organizations and at my university. Seemingly disconnected, the areas are connected by financial constructs that influence the breadth of most research. This work demonstrated some of the gaps in various contexts where seamless mobile learning can benefit with more attention and funding, while other descriptions demonstrated a high level of recognition and value for continued growth of seamless mobile learning in various learning contexts.


Cristol, D. (2019). Research and Practice in Seamless Learning: Past, Present & Future-United States Perspective. In Proceedings of World Conference on Mobile and Contextual Learning 2019 (pp. 181-187). Retrieved September 23, 2021 from .