“This article suggests ways in which course providers, by circumventing traditional academic policies and showing maximum flexibility and understanding to non-traditional students, can bring high-risk students long-term positive results …” (p 417)
“The object of the dead-line was to prevent prisoners escaping.” (p 103)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“While some would argue that higher grades are a reflection of ambition and hard work, they are more so a distraction from a deeper learning process.” (¶1)