“We need a decommodification of all aspects of education, so that the cultural liberating elements come back to the foreground.” (p 993)
“… the results strongly suggest that the majority of first-year students at the institution studied are investing more hours than are designed by teachers, some reaching more than double a full-time workload during the period studied.
“Overwork can be a serious issue and anecdotally students are susceptible in some disciplines, such as computer science, architecture and design, to overwork substantially beyond the expectations and requirements of courses.” (p 1226)
“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)