Binge Learning – A Conceptual-Developmental Model

Sean Naughton; Susan Murrin-Bailey

Binge Learning – A Conceptual-Developmental Model

Sean Naughton, Susan Murrin-Bailey

Business School

Research output: Contribution to conference › Paper › peer-review

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Abstract

Whilst publications exist identifying the concept of binge learning, little consideration has been paid to its alignment with government policy, modern society and technology – effectively its causes and resultant outcomes. This paper provides a conceptual model to explain the underlying causes and net outputs of binge learning, and identifies the social construct faced through its development over time.

Original language	English
Publication status	Accepted/In press - 21 Mar 2018
Event	British Education Studies Association (BESA) Conference - University of Bolton, Bolton, United Kingdom Duration: 28 Jun 2018 → 29 Jun 2018

Conference

Conference	British Education Studies Association (BESA) Conference
Country/Territory	United Kingdom
City	Bolton
Period	28/06/18 → 29/06/18

Keywords

Binge learning
Education

Access to Document

Binge Learning Conference Proposal Naughton-MurrinBailey 2018.docxAccepted author manuscript, 22.2 KBLicence: CC BY-NC-ND

https://educationstudies.org.uk/conferences/besa-conference-2018/

Cite this

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AB - Whilst publications exist identifying the concept of binge learning, little consideration has been paid to its alignment with government policy, modern society and technology – effectively its causes and resultant outcomes. This paper provides a conceptual model to explain the underlying causes and net outputs of binge learning, and identifies the social construct faced through its development over time.

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M3 - Paper

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Binge Learning – A Conceptual-Developmental Model

Abstract

Conference

Keywords

Access to Document

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Cite this