Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 24 and educators reported e-learning could work with comparable academic performance and improved access so long as supports, infrastructure, and context fit community needs. Means et al. concluded that "on average, students in online learning conditions performed better than those receiving face-to-face instruction," though with the caveat that "the positive effects associated with blended learning should not be attributed to the media, per se" (2009, p. ix), but rather to other features of the online programming that were absent from the in-person versions. Zhang et al. (2025) likewise posited that the use of videoconferencing platforms for online learning "generally contributes to improving students' learning performance, boosting their higher-order thinking and practice skills, and enhancing academic achievement and satisfaction," while again highlighting the importance of context: "...the level of instructional support and teacher involvement plays a crucial role. VC [videoconferencing] platforms embedded within a well-supported community of inquiry framework have been shown to foster more effective collaboration and learner satisfaction" (2025, p. 4). By contrast, Heinrich et al. caution that online high-school course taking can lead to poorer learning outcomes when it is poorly designed or implemented. Their study found "mostly negative associations between online course-taking and… math and reading test scores," (2019, p. 2147) particularly in settings where students received little support. Ultimately, the literature comparing virtual and in-person learning is mixed and varies in its applicability to Connected North's model. Still, a clear message emerges across studies: successful virtual learning is not guaranteed by the format alone. It requires thoughtful design, and supportive implementation to achieve outcomes comparable to in-person experiences. An older assessment of teleconferencing in Alberta schools was prescient: After observing several video-conferencing events and speaking to groups of students in a dozen schools, researchers were left with the impression that there is little about video-conferencing technology itself that is inherently engaging. Instead, engagement was related to factors such as (a) teacher's physical co- presence in the videoconferencing room, (b) students' intrinsic interest in the curriculum, (c) learning activities that were captivating, (d) audio and video equipment that was effective and reliable, and (e) students' ownership and commitment to success. (Alberta Education, 2006, p. 85). Program Implementation Assumption #2: Sessions are Culturally Relevant The importance of cultural relevance to Indigenous education in Canada is well-established. It is enshrined in seminal works like the Truth and Reconciliation Calls to Action, which not only speak to the need for culturally responsive education for Indigenous students, but curriculum for all Canadian students aimed at "building student capacity for intercultural understanding, empathy, and mutual respect" (2015, p.290). It is likewise reflected in policy documentation surrounding educational programming, such as the Elementary and Secondary Education Program Guidelines related to the educational services funded by Indigenous Services Canada (2025); and the Government of Alberta's Teaching Quality Standard (2023). Webb and Mashford-Pringle (2022) provide an overview of Provincial and Territorial Ministry of Education policies and resources supporting the incorporation of Indigenous content in K–12