Conditions of Learning: Gagne's Nine Levels of Learning

As a result, the theory, which is strict in its implementation rules, is relaxed for this case without providing a specification of what criteria to used to change the order or decide which events to use. Let alone the implications for learning that this would entail, which would confuse teachers when designing each lesson.

Finally, the theory shows that each instructional experience generates the accumulation of learning in the person, implying that these events are independent of one another. This is an obvious disadvantage since it does not consider the process, but leaves the work of integration to the accumulation process, which is considered being inherent in the individual.