Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 23 Program Theory Assumption 1: Virtual Experiences Convey Comparable Benefits to In-Person Benefits The success of Connected North rests on the idea that virtual experiences can deliver benefits which, if not necessarily identical, are at least comparable to the benefits that could be conveyed by in-person experiences. As Connected North is a highly unique program, little literature was found that was directly applicable to the program's specific model. Perhaps the most relevant single study looked at the effect on student learning of a virtual field trip to the Grand Canyon, which found that students exposed to the field trip (which included a live broadcast from the site) had better scores on a knowledge test than those who did not, and that the use of preparatory materials and integration of the experience into school curriculum was key to success. They noted that "the results from this study mirror the findings of live field trip experiences as learning activities" (Cassady et al., 2008, p. 452). Additional literature on the effectiveness of virtual field trips also provided insights. However, the exact modalities of these educational experiences varied, and often referenced virtual activities experienced using headsets or other interactive tools, rather than the group-based videoconferencing that is the basis of Connected North programming. With this caveat, the literature suggests that high-quality virtual experiences can produce learning gains equal to, and sometimes greater than, those of traditional in-person activities. In their systematic review of virtual field trips in K-12 classroom teaching, Chen and Zhang concluded that "VFTs [virtual field trips] emerge as a valuable educational tool that, when effectively implemented, can significantly enhance the learning experience across various subject areas and educational levels" (2023, p. 61). Similarly, Koçoğlu and Haidari's 2025 meta-analysis of 33 studies found a large positive effect of virtual field trips on academic achievement. Beyond literature on virtual field trips, the most relevant evidence on the relative value of virtual versus in-person educational experiences came from a meta-analysis conducted by the United States Department of Education (Means et al., 2009), which described five studies that compared the relative value of virtual versus online delivery of discrete educational experiences (e.g., a single science lab assignment conducted virtually versus in person). Across the studies, two effects favoured the face-to-face condition; while five effects favored the virtual condition. Research on the effects of using interactive learning media to enhance classroom instruction is also relevant. For example, a systematic literature review concluded that "research findings consistently demonstrate the positive impact of interactive learning media on student's engagement in the learning process" (Aulia et al., 2024, p.57). Again, however, the nature and variability of these media and their comparability to the Connected North Model is not always clear. Another body of research compares more long-term virtual learning - such as that practiced during the COVID-19 pandemic - to traditional in-person models; or looks at the efficacy of blended learning, which can be defined as "the combination of face-to-face and online learning" (Sacher et al., 2014, p.21). Sacher et al. described a blended learning approach that was undertaken on the Sunchild First Nation Reserve (40) in Alberta, highlighting how effective design and delivery were key to success. Similarly, Philpott et al. (2010) examined online high- school delivery for Indigenous students in five remote Labrador communities. Students, parents