Observe the fragment:

However, for many associations, creating online learning courses is uncharted territory, especially if this is a brand new course. (L. 3-5)

The underlined expression above, in the context, conveys the meaning of:

In the conclusion, the author expresses her concern over not achieving the “Ideal Condition”. According to the text, this problem may be solved by means of:

The title anticipates the main theme of the text and also de?nes its target audience.

The audience aimed at by the author consists of:

Observe the fragments:

Thus, the content needs to cover only the subject matter that supports that objective (L. 32-33)
…the learner has adequate knowledge in order to complete the objective. (L. 35-36)

The underlined connectors convey, respectively, the meanings of:

Observe the fragment:

…so that you can zero-in on the desired outcomes for the course. (L. 17-18)

The meaning of the underlined phrasal verb above is parallel to:

Some linguistic devices indicate the degree to which an observation is possible, probable, likely, certain, permitted, or prohibited. In English, these notions are most commonly expressed by modal auxiliaries.

The modal auxiliaries in “Setting clear pre-requisites can help you…” (L. 11-12) and “… the content may need to be reworked…” (L. 35) convey the notion of:

Understanding word-building and af? xation in a foreign language is one of the main ways of enriching vocabulary.

The suf?x – er in learner (L. 5) contrasts functionally with suf?xation in:

Observe the fragment:

In order to carry out a Skills Gap Analysis, ? rst decide what your typical learner already knows. This is your “Current Situation”. (L. 19-20)

The demonstrative this in the sentence refers to:

In paragraph 3, the author describes the process of carrying out a Skills Gap Analysis.

The main purpose for the application of the analysis consists of:

In the construction of arguments, paragraphs may be assigned distinctive roles.

The major role of the rst paragraph is best characterized as: