Report on Programmatic Research on Perceived Learning Barriers with Simulation and Experiential Learning

Abstract

The authors report the findings of programmatic research on the perceived seriousness of communication barriers to learning across five pedagogies. The theoretical basis and general method are related. Consistent findings have uncovered a generalized ordering of specific concerns as well as dimensionality of learning barriers. Discipline-specific differences do not appear to be present, but method and male-female differences are evident. The generalizability of the findings suggests that pedagogical research heretofore bound by discipline or university may be more generalizeable than considered previously.