Some studies of why learners fail to complete online courses focus primarily on course length, treating it as sufficient to explain differences in completion rates. Longer courses tend to have lower completion rates. However, explanations that focus only on course length overlook the fact that learners participate in different instructional environments, including differences in feedback, scheduling flexibility, and opportunities for interaction, all of which can affect whether learners persist in a course. Researchers must take such instructional conditions into account when explaining differences in course completion. Select Claim challenged by the boldface portion for the claim that the portion in boldface most directly challenges, and select Author’s recommendation for the recommendation the author most clearly makes. Make only two selections, one in each column.

Some studies of why learners fail to complete online courses focus : Two-part Analysis (TPA)

Claim challenged by the boldface portion	Author’s recommendation
		Online-course designers should shorten all courses.
		Researchers should consider instructional conditions in addition to course length when explaining course completion.
		Longer courses have no meaningful relationship with course completion.
		Opportunities for interaction are more important than all other factors affecting course completion.
		Course completion rates can be adequately explained by course length alone.