Binge Learning – A Conceptual-Developmental Model

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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 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

Conference

ConferenceBritish Education Studies Association (BESA) Conference
CountryUnited Kingdom
CityBolton
Period28/06/1829/06/18

Keywords

  • Binge learning
  • Education

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