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 over five
studies 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 findings suggest that pedagogical research bound by discipline or univer
sity may be more generalizable than previously thought.
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