The Temporal Integration of Connected Study into a Structured Life
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Abstract
From the point at which a learner commits to undertaking a course of study, and conceivably some time before, that learner holds an intention to study. This paper offers a theory which explains how that intention to study is strengthened or weakened as a course of study progresses. It suggests that it is much less a matter of learners deciding to persist with or depart from a course of study and much more a matter of continuing upon a course of action embarked upon – of maintaining an intention – by its temporal integration into the structure of their daily lives. The theory of temporal integration explains the process enabling learners to engage in the learning experience and how for some students, the intention to learn is weakened to the extent that they leave the course, most often by default.
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