Then, there is a logical sequence between aims and approaches to learning (“aims” coming before learning, if we take “approach” in its general sense of “moving toward”), followed by the actual “levels of processing” used, and leading to the differing “outcomes of learning.”
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Answer:
Then, there is a logical sequence between aims and approaches to learning (“aims” coming before learning, if we take “approach” in its general sense of “moving toward”), followed by the actual “levels of processing” used, and leading to the differing “outcomes of learning.”
Explanation: