Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 31 model, Wöllik (2025) described how "audio quality plays a crucial role in the success of online learning, as it significantly impacts comprehension, concentration, and the overall learning experience 16 ," while Wilkinson's (2022) study found that low quality audio in educational videos led to lower learner retention. Correia et al. (2020) cited an earlier study where students described negative impacts of poor quality audiovisual systems on their learning. Beyond that, surprisingly little academic literature was found on the specific impacts of different audiovisual configurations on virtual learning; rather, references to the importance of these configurations was mostly found within educational institutions' guidance for online educators (see, for example Harvard University (2025); MacPherson Institute (2025)) which emphasized best practices for ensuring high quality video and (especially) audio, without necessarily offering empirical evidence of their importance. The aforementioned 2006 study of teleconferencing in Alberta schools included a detailed assessment of the different audiovisual systems in use, highlighting various challenges and benefits of each (Alberta Education, 2006). This analysis demonstrated how these technical setups can, in various ways, influence students' experiences. Evaluation Question 3: Is the outcomes chain reasonable? The previous section demonstrated that the design of Connected North generally aligns with established pedagogical research and widely accepted educational practices, recognizing that this is an evolving field. This section examines whether the outcomes chain that Connected North sessions are intended to activate is reasonable and well-founded. As with the Program Implementation Assumptions, the expected outcomes, as well as the links among them - are complex and overlapping and do not always lend themselves to discrete analysis. However, to address the evaluation question as rigorously and transparently as possible, the analysis disaggregates segments of the outcomes chain to the greatest extent feasible, organizing them under summary statements that describe the extent to which the theorized links are supported by the literature. Ultimately, although pedagogical research is vast, complex, and not always consistent in its findings, it demonstrates that short-term outcomes that are more readily observable by participants in Connected North can reasonably be expected to lead to longer-term benefits, including improved graduation rates. The Students' Outcomes Chain Student Motivation, interest, and confidence can be credibly linked to increased attendance, performance, and retention. In pedagogical literature, "motivation" emerges as something of a multifaceted, umbrella term (Howard et al., 2021; Vu et al., 2024) for student interest and confidence. For example, Lazowski and Hulleman's (2016) meta-analysis identified 15 distinct motivation theories, including interest theory, which conceptualizes motivation in terms of student interest; and self- efficacy theory, which conceptualizes motivation in terms of students' confidence in their ability to accomplish specific goals, their general self-esteem, and other concepts related to the general notion of confidence. 16 A concern echoed by Musib et al. (2023).