Factors such as learners' hours of employment and family responsibilities are known to impede learners' process of learning, blended learning inclusive (Cohen, Stage, Hammack, & Marcus, 2012).
Because a tenet of constructivism is that learners interpret new information based on their existing knowledge, these researchers held that scientifically incorrect ideas organized as theories could impede learners' ability to construct or integrate expert understanding of concepts.
Differences between teachers and learners could impede effective communication and impact adversely students' perception of, and satisfaction with, the learning environment.
Contrary to Cohen et al. (2012) findings that learners' family responsibilities and hours of employment can impede their process of learning, it is not the case here since they are drivers to the blended learning process.
Medical students with more life experience were perceived as more mature, empathetic, and better learners; but illness at medical school was recognised to impede learning.
These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning.
Teaching science to young learners is challenging (NRC 2007) and may be further impeded by views of developmental limitations of early elementary learners' cognitive abilities and constrained capacity to grasp aspects of abstract concepts (Metz 1995, 2004).
If gifted learners do not develop necessary coping skills their exceptionality can actually impede success in many areas of their lives, including careers.
Furthermore, these findings indirectly support the premise that there are paradigmatic and syntagmatic links in learners' mental lexicons (Meara, 2009), because these links are thought to impede the ability to answer correctly.
The unstable nature of professional trajectories is particularly impeding the sustainable development of Chinese language teaching, however, and thus, the learning outcomes for many young learners.
Beyond mere cognitive explanations of science learning, aspects of learners' affect (e.g., interests, attitudes, and motivation toward science) are highlighted as essential factors that facilitate or impede students' learning.
