Additional explanation on Analysis: Smith and Taylor's research effectively utilizes a correlational design, which is suitable for their goal of exploring the relationship between online learning and academic performance without manipulating any variables. The large sample size strengthens the reliability of their findings and allows for a diverse range of student experiences to be included. However, the study's limitations include its reliance on self-reported engagement metrics, which may introduce bias. Furthermore, while the authors highlight significant correlations, they appropriately caution against inferring causation and recommend further research to explore potential causal factors, such as instructional quality and student motivation