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 statusPublished - 29 Jun 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
Country/TerritoryUnited Kingdom


  • Binge learning
  • Education


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