Design Dilemma, Part II

My synchronous class is now in its second day, and already I am struggling with the amount content. Is there too much to cover in the remaining time (4 more sessions remaining)? Is it important to cover everything?

During the first day, we easily covered the content scheduled. The pace of the class felt comfortable and manageable. However, in today's session we simple ran out of time and never covered all of the content scheduled. It's interesting, but my instructor and subject expert had no problem with the slower then expected pace. They were excited that the students were beginning to ask more questions and that the pace better reflected the complexity of the content.

Did I misjudge the amount of content? It's possible. But the important point (which is rather exciting) is that the instructor feels that it is more important to focus on quality of the learning (rather the quantity). So my question is this: am I willing to let the learner drive what he or she needs? Are we willing to set aside some of the content, so that certain concepts will be covered more thoroughly? This can be risky. It may mean that the post-test results at the end of the class will be compromised since certain content will be discussed more thoroughly then others. This is quite the dilemma. My initial thought, well grounded from my OMET experience, is that leaning toward increased understanding is worth the risk of low test scores. I believe I am willing to take that risk.