Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 30 students through active learning exercises, particularly in the context of novel online approaches that could potentially be overwhelming. The extensive emphasis Connected North puts on guiding and supporting Content Providers to develop and hone these skills aligns with the literature in this regard. Program Implementation Assumption #7: Teachers Provide Strong Support for Program Implementation As the literature emphasizes the importance of presenter skill in ensuring that learning experiences are effective, the important role of the teacher is also emphasized. Related to the earlier discussion about the need to align these experiences with curriculum, several studies highlighted the role of the teacher in supporting presenters to tailor program appropriately (Laursen et al., 2007; Ufnar et al., 2018); preparing students in advance for these experiences (see, e.g., Dewitt and Storksdieck, 2008; Pecore et al., 2017 14 ); and continuing learning afterwards to maximize benefits (see, e.g., Dewitt and Storksdieck, 2008 15 ). Laursen et al. (2007) and Ufnar et al. (2018) also discuss the importance of the teacher's role during the science sessions that were the focus of their research; with Ufnar particularly highlighting the respectful partnership between the teacher and visiting scientist, who each leveraged their specific skills and knowledge to co-deliver effective learning experiences. Literature on inquiry-based practices is also relevant, given their prominence in the Connected North model. For example, Lazonder and Harmsen's Meta-Analysis of Inquiry-Based Learning (2016) emphasized the importance of appropriately tailored teacher guidance to realizing the maximum benefits of these types of activities. Notably, DeWitt and Storksdieck (2008) observe, that although teachers play a central role in shaping the success of field trips, many are not familiar with established best practices or how to implement them effectively. This suggests that training and support are important components of ensuring that field trips achieve their intended learning outcomes. Program Implementation Assumption #8: Participants Have Access to Appropriate Teleconferencing Technology as well as Reliable Internet Connectivity Connectivity in remote northern areas is Canada is a well-known issue (Office of the Auditor General of Canada, 2023), with some studies looking specifically at how this creates challenges in delivering equitable educational opportunities to all students in Canada (e.g., Soanes-White, 2024; Dobbs and Vu, 2023). Illustrating the importance of strong connectivity, Wu and Turner describe how "slow system response may lead to both serious psychological and economical consequences," (2006, p. 2) even when it is a matter of seconds. In recognition of this, as noted above, Connected North requires a minimum internet speed of 5Mbps. Apart from the issue of connectivity, the literature review examined whether and how hardware influences the experience of video conferences, which are core to the Connected North delivery 14 The authors note that "Appropriate preparation before exposure to an informal learning activity may even be critical to achieving the desired learning outcomes" (p. 90). 15 The authors state that "...it could be argued that pre-visit preparation and post-visit in-class follow-up are integral parts of the overall field trip experience…" (Dewitt and Storksdieck, 2008, p.187)