Binge Learning – A Conceptual-Developmental Model

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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 languageEnglish
Publication statusAccepted/In press - 21 Mar 2018
EventBritish Education Studies Association (BESA) Conference - University of Bolton, Bolton, United Kingdom
Duration: 28 Jun 201829 Jun 2018


ConferenceBritish Education Studies Association (BESA) Conference
CountryUnited Kingdom



  • Binge learning
  • Education

Cite this

Naughton, S., & Murrin-Bailey, S. (Accepted/In press). Binge Learning – A Conceptual-Developmental Model. Paper presented at British Education Studies Association (BESA) Conference, Bolton, United Kingdom.