In the perspective of lifelong learning, lifewide learning and learning society, learning environments have expanded from schools to a more broader space, and even to the whole city. School, family, community, workplace, and museum can be regarded as typical learning environments in a smart city. But few research about learning environments had been found on the combination of schools, families, communities and other learning situations. The purpose of this paper is to describe and analyze the characteristics of typical learning environments in smart cities, as well as the relationship of these learning environments. A mixed survey was carried out, a secondary analysis of statistical data of 68 cities was conducted, and a telephone survey with a sample of 13,600 people in 68 cities was used for data collection. It was found that there were significant differences in the development levels of five typical learning environments in smart cities, i.e., school, family, community, workplace, and museum learning environments. Some relations among the five typical learning environments were found.School had high relationship with community and museum learning environments. Family was strongly correlated with workplace and museum learning environments. Community was associated with museum, family, and school learning environments, but no significant relation existed between participation in community activities and workplace learning. As a public learning space, museum was related to all other learning environments. Further research should be taken to explore the reasons behind these correlations and their influencing factors.

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Abstract. SPOC (small private online course) has recently evolved into a typical representative in post-MOOC (massive open online courses) times. Current researches about SPOC mainly focus on blended learning mode, teaching process, and teaching mode etc., paying less attention to online behaviors of learners. Based on online platforms of the general knowledge course Game Theory, this paper analyzes and researches online behaviors of SPOC learners. In addition, this paper summarizes differences of SPOC and MOOC in online learning behaviors by collecting online learning behavioral data of 145 learners and investigating their online behavioral characteristics during their learning process. The research reveals, learners are fond of video media in terms of the communication form, tend to answer questions instead of coming up with their own questions in terms of interactions, and focus on quizzes and homework due to pressures of credits.

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