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.
|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||British Education Studies Association (BESA) Conference|
|Period||28/06/18 → 29/06/18|
- Binge learning
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. https://educationstudies.org.uk/conferences/besa-conference-2018/